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THE CHARACTER DIPLOMA 



an incentive to 



MORAL CONDUCT and GOOD CITIZENSHIP 



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PUBLIC SCHOOL TRAINING 



my 

H. O. RITTENHOUSE 

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Commander, U.S. Navy, Retired 



BROOKLYN, N. Y. 

THE BROOKLYN EAGLE PRESS 

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THE CHARACTER DIPLOMA 



an incentive to 



MORAL CONDUCT and GOOD CITIZENSHIP 



in 



PUBLIC SCHOOL TRAINING 



'By 
H. O. RITTENHOUSE 

Commander, U.S. Na^y, Retired 



BROOKLYN, N. Y. 

THE BROOKLYN EAGLE PRESS 

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Copyright, 1922, by H. O. Rittenhouse 



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PREFACE 

THE belief is here advanced that there is no more serious defect in our 
national life than the inadequate moral training given to children. This 
defect, in large measure, the result of sweeping changes in our social 
and industrial life, is so fundamental in its nature and so far-reaching in its 
effects, that it can account for much of the wayward and vicious tendency of 
youth, the grosser criminality of adults, the disorder and violence of industrial 
groups, and the selfishness, dishonesty and corruption too often manifest in 
business and political life. 

The development of vast city populations with distinct tenement, com- 
mercial and factory zones, has operated to deprive parents of opportunity and 
capacity for the moral supervision of their children. So swift has been the 
course of these changes and so great are their effects that the Church and 
the Home upon which we once relied for the moral training of children, have 
become incompetent to discharge the task. Modern living conditions have 
underminded the power of these institutions as training agencies and weakened 
their efforts for good, as they daily are menaced by new and enlarged forces 
of evil. The function of the Church is to give the word of instruction. It 
lacks the means to convert its word into the deeds and habits of life and, 
because of this lack, it is inherently weak as a training force. Moral instruc- 
tion to achieve its end must always be supplemented by the discipline of deed, 
and we have hitherto looked to the Home to supply this requirement. 

The Public School, whose chief purpose it has been to promote the intel- 
lectual development of its pupils, has fared better than its sister institutions 
in adapting itself to the changing order. It has grown in popular favor and 
become the recognized chief agency by which the youth of the nation are 
trained to meet their future obligations and tests. During the progress of the 
changes referred to there has been a seeming reluctance on the part of public 
school educators to undertake energetic measures along the lines of direct 
moral training. A backward glance at the origin of our school system affords 
some explanation of this attitude. In those earlier days the home life of 
children was more natural and better safe-guarded than at present. Children 
were in close contact with their parents, shared with them the industries of 
farm and shop and the duties of the home, and parents accepted, without ques- 
tion, entire responsibility for their moral up-bringing. The schools were 
called into being as adjuncts of the Home, for the distinct purpose of giving 
the elements of learning and developing the intellectual faculties. Thus the 
maintenance of good order and moral conditions in the schools was usually 
merely incidental to the scholarship activities, while responsibility for moral 
results still remained with the Home. 

Ill 



IV PREFACE 

This view of the respective functions of the Home and the School, al- 
though frequently challenged, has prevailed in school practice to the present 
time, and along with it has developed a belief among some educators that 
moral training is a mysterious, obscure and difficult matter to administer and 
that to undertake it would require unjustifiable sacrifice of time taken from 
the scholarship subjects. 

The conditions to which we are thus brought are neither the calculated 
nor miscalculated results of human design and purpose. They are rather the 
unpremeditated product of a civilization with whose onrush we cannot always 
keep pace. As matters stand today, the moral training of our youth, univer- 
sally recognized as the basic condition of individual and social welfare, is 
ineffective and without adequate sponsor. Although the public has come to 
look more and more to the schools for the entire educational outcome, these 
institutions have not as yet fully accepted the measure of responsibility for 
moral training that has passed from the Home and that is but weakly borne 
by the Church. The influence and prestige enjoyed by our schools today, in 
all that relates to the welfare of the young, point unmistakably to them as the 
logical instrumentality for the serious duty under consideration. There is no 
other available competent agency. Should they decline this grave duty, moral 
failure is certain to ensue with speedy and fatal consequence. 

■ In the ensuing chapters it is the aim to outline briefly some principles and 
m.ethods that have application to the broad field of training in general and to 
show their easy and natural application to the moral field under discussion. 
The imperative need of moral training and the duty of the Public Schools to 
impart it, are emphasized, followed by more detail of methods and suggestions 
relative to its successful treatment. While these measures and plans are by 
no means new, they are unfamiliar to the public at large and, even where 
known to professional educators, much misunderstanding often exists as to the 
reasons, motives and purposes that underlie them. They are logical in con- 
cept, experience has proved their efficacy, and they are in successful operation, 
not only in a number of educational institutions of high standing, but in the 
difficult field of military life and service where their application is the basic 
condition of social harmony and high technical efficiency. 

The outstanding feature of the proposed methods is the establishment of 
incentive that leads the pupil to make high endeavor toward the fulfillment of 
school duties and obligations. The comprehensive activities of school life con- 
stitute a real drill field of conduct, and the attitude and effort of the pupil 
regarding his duties in this field, as shown by the record, are the most important 
features of his training. They supply a far more significant and substantial 
basis for public esteem and school commendation than does mere success in 
scholarship. 

Worthy conduct of a pupil is manifested by his effort to accomplish schol- 
arship tasks, by willing compliance with the routine requirements of the school 



PREFACE V 

and by the practice of the familiar fundamental moral precepts and conven- 
tions of social life. It is clear that the realization of such conduct is highly 
favorable to scholarship progress and thereby the attainment of higher grades 
in school subjects may be confidently expected. Self-effort of the pupil in 
the development of habitual good conduct minimizes the so-called "problem of 
discipline," and becomes a positive uplifting force directly contributory to the 
moral training we seek to administer. 

The necessary and sufficient incentive to these ends is the Character 
Diploma, to be conferred as the supreme reward of faithful and worthy school 
life. Such incentive is associated more nearly with moral than with intellectual 
motive, and its powerful and beneficent educational force would quickly be felt 
by parents and the public. Sympathetic response would ensue in their earnest 
cooperation and in a more intelligent understanding of the true purpose of the 
schools. 

The proposals and suggestions herein made require no additional prepara- 
tion on the part of teachers, no significant assignment of time, no additional 
expense and no change in existing courses of study. 

Certain defects in the policies and methods of our schools that bear ad- 
versely upon good training are noted in Chapters X and XI. 

Brief discussion of Military and Religious Training in Chapter XII 
indicates the basic value of moral training and its contributory support to all 
specal branches of training. The supreme value ascribed to moral character 
in group life is thus confirmed ; and the necessity of developing such character 
through the activities of the School is an obvious corollary. 

Brooklyn, N. Y., June, 1922. 



CONTENTS. 

CHAPTER I. Training in General. 

Practical equivalence of the terms Trainingj Education and Discipline. In- 
struction and drill. Incentive. Supervision. Error regarding the stage 
when drill is effective. 

CHAPTER II. Moral Training. 

May be designated by other equivalent terms. Different views as to moral 
training and its administration. Close relationship of conduct and charac- 
ter. Initial effort may be applied either to formation of habits or to implan- 
tation of mental concepts. Advantages of the first method. Supreme im- 
portance of drill. Moral training conforms to the principles of training in 
general. Is a natural function of the home. Is no more difficult than in- 
tellectual training. 

CHAPTER III. Serious Need of Moral Training and the Duty of Public 
Schools to Administer It. 

Moral character a basic factor in the realization of good government and 
of individual happiness. Character the supreme aim of education. Moral 
influence of the home, decadent. Moulding power of the church is weak; 
its effort is limited to instruction and drill is lacking. Public schools slow 
in accepting the duty of moral training. Reasons for this attitude. The 
schools have become the logical and necessary agency for this training. 
Parents are justified in charging them with this responsibility. 

CHAPTER IV. Basic Relation of Moral Training to All Educational 
Aims. Effort an Important Element of Conduct. 

Conduct an ever-present continuity expressive of character. Good conduct 
directly beneficial to every special activity. A potent factor in group train- 
ing. No conflict between moral training and any special kind of training. 
Conduct training relative to special training is basic, comprehensive and 
stands as the whole to its parts. Illustrated by military training. Effort, 
relative to scholarship tasks, a most important phase of the pupil's conduct. 
Conduct in the associative life of the school. Comprehensive scope of con- 
duct and its basic significance and value. Processes of conduct training in 
public schools incomplete in the items of incentive and supervision. 

CHAPTER V. Practical Conduct Training; Outline of Methods. 

Self-effort to good conduct induced by potent rewards. The graduation 
diploma distinctly a character commendation. Advantages. Improvement 

VI 



CONTENTS VII 



of methods of dealing with misconduct. Conduct records. School routine 
undisturbed. "Right" and "wrong" relative to fundamentals of conduct. 
Responsibility for good conduct rests naturally with pupils ; should not be 
borne wholly by teachers. "Strong" and "weak" teachers. 

Instruction, a simple matter appropriate to first four school years. Drill, 
important; should begin in the fifth year and continue through High School. 
Items of drill found in actual school life. Determination of proficiency. 
Failure in moral conduct is failure in the supreme purpose of the school. 
Punishments ineffective. Gravity of so-called minor faults. Periodical 
appraisement of records a stimulus to endeavor. Determination of conduct 
grades in full accord with general practice in scholarship subjects and other 
matters. The numerical measure of an offence, a mere convenience of rec- 
ord ; never to be regarded as a penalty. 

CHAPTER VI. Instruction for First Four Grades; Details and Suggestions. 

Should have place on official program. Subject-matter drawn from funda- 
mentals of conduct. Suggested topics for the grades. Instruction informal. 
Topics should be discussed at parents' meetings, should be kept continually 
before pupils and should be made a feature in Report to Parents. Remarks 
on the scheduled topics. 

CHAPTER VII. Drill for Higher Grades; Details of Training. 

Self-effort and responsible drill should begin with fifth school year. Pupil's 
school life a field of real duty. The value of school records lies in their 
use as a basis for rewards. Conduct records should be put to use as basis 
for conduct rewards. The marking system and numerical scales. Numeri- 
cal grades for school purposes approximate only, but their value well-rec- 
ognized. Their easy application to conduct records. Conduct faults and 
their degrees of gravity. Itemized schedule of faults with numerical equiv- 
alents. Determination of satisfactory conduct. Forfeiture of advancement, 
and of the character diploma. 

CHAPTER VIII. Procedure and Comment Relative to Conduct Records. 

Assignment of fault units wholly independent of punitive action. The 
conduct record provides adequately for the treatment of so-called minor 
faults. Treatment of repeated, wilful or serious offences. Reports to 
parents. Authority of the principal in disciplinary matters unimpaired. 
Promptitude and publicity relative to conduct records desirable. Just 
grading based on estimated value of items of good conduct, impracticable. 
Character diploma essential to the realization of the highest educational 
aims. Suggested forms for diplomas. 



VIII CONTENTS 



CHAPTER IX. Advantages of the Proposed Methods. 

Keeps the attention of educators, pupils, parents and the public-at-large 
centered on the importance of character. Inspires the cooperation of the 
home. Improves scholarship. Develops sound Americanism. Makes clear 
the purpose of public schools. Contributes strongly to national prepared- 
ness. Supports the cause of religion. Gives early indication of wrong ten- 
dencies in children, and strengthens parental and community control over 
them. Is superior to scout training. Eliminates the "problem of discipline." 
Neutralizes destructive radicalism. Prepares for the enlarged freedom of 
college life. The diploma is a valuable character testimonial. 

CHAPTER X. Exaltation of Scholarship Over Character, a Serious Defect 
in Public School Administration. 

Leads to serious error in the minds of pupils with disintegrating conse- 
quences to the nation. Re-adjustment a pressing necessity. Review of 
organization and present methods, showing error. Mental attitude of 
teachers affected by the error. In the broad field of human life, moral 
character a more intense need than intellectuality. 

CHAPTER XI. Discipline Methods in Public Schools Incomplete. 

Discipline merely contributory to the scholarship aim. The word disci- 
pline has application in its restricted meaning only. "Discipline" as a 
"problem." So-called minor offences involve wrong to others, and indul- 
gent treatment is a grave error. Weakness of artificial drills. Misconcep- 
tion as to responsibility of pupil while "in school." Pupil is "in life" while 
in school, as truly as after leaving school. Misconception as to real pur- 
pose of the schools. Some consequences of defective school methods. 

CHAPTER XII. Basic Value of Moral Conduct Illustrated By : 
{a) Military Training, 
(b) Religious Training. 

The moral basis, the common ground upon which to establish harmonious 
social life. Military training: importance of the moral element. Religious 
training: as it relates to our duties to each other, indistinguishable from 
moral training. Religious training to realize its aim must be vitalized by 
deed. 



CHAPTER I. 
Training in General. 

THE word training, as applied to children and youth, is well understood as 
designating the act or process by which we endeavor to impart to them 
ability, skill or mastery along chosen lines of conduct or accomplishment. There 
are other words, however, in common use, of equal clarity that signify the 
same thing. Among these are the words education and discipline. In their 
liberal meaning the words training, education and discipline are synonymous 
in their application to the task of developing the young along physical, mental 
or moral lines. Thus, if our aim is to bestow knowledge and command of Eng- 
lish, we may speak of the matter as education in English, discipline in English, 
or training in English. In a similar manner these words may be applied to 
other items relative to the bringing up of children. If, in what follows, the 
word training appears oftener than either of the others, it should be attributed 
to unpremeditated tendency and not to any preference derived from its mean- 
ing. The broad meaning of the word education has become obscured by the 
tendency to limit it to the instruction and knowledge derived from the schol- 
arship courses in school and college, and the word discipline has suffered in a 
similar way by its restricted application to the corrective measures and penal- 
ties attached to wrong conduct and delinquencies. 

The processes of all effective training involve a combination of knowing 
and doing, designated in practice as instruction and drill. Of these two ele- 
ments drill is the formative, effective factor. "We learn by doing," is a maxim 
that stands rooted in eternal truth. Instruction merely points the way, but 
drill carries us to the goal. Knowledge of any kind that has not passed beyond 
the mental domain may have potentiality, but its effective power awaits man- 
ifestation. Not only does practice promote facility, but it reacts directly upon 
the mind, stimulating its processes, revealing limitations, and giving clear defi- 
nition to whatever was vague and uncertain. 

While instruction should naturally precede drill and is often indispensable, 
yet success in all kinds of training is vastly more depedent upon what the sub- 
ject does that upon what he knows. In the training of animals, we attain 
useful and wonderful results by the mere repetition of acts unattended by any 
intelligent knowledge on their part of the meaning of our words. In infancy 
and early childhood we learn many difficult and necessary processes of life 
almost wholly from simple imitation and repetition. To balance the body, 
to walk, talk, use various implements, etc., are acquirements gained with but 
little aid from the spoken word of parent or instructor. The same truth is 
recognized in our scholarship subjects where competency depends far less 
upon the knowledge of rules and processes than upon repeated effort and drill 
that lead to improvement, confidence and mastery. It is the drill that clarifies 

1 



THE CHARACTER DIPLOMA 



and fixes knowledge in the mind of the pupil. Reliable, serviceable knowledge 
of the rules of grammar and composition is attained only by practical exercises 
in these subjects. The same is true of all the processes of mathematics. What 
progress would be made in the teaching of these subjects if, after abundant 
instruction in their principles, rules and conventions, we required no drill but 
merely recommended and urged their practice? Illustrations can be found 
in the laboratory, the workshop, athletic fields and, in fact, from any depart- 
ment of life. Neither the artisan nor the professional man can claim compe- 
tency until thought, vision and ideas have found expression in the deed that 
gives them substance. Who would trust himself to the hands of one whose 
complete knowledge of surgery acquired from books, lectures and observa- 
tion is unquestioned, but who has never performed an operation? 

"Every one that heareth my words and doeth them," says the Greatest of 
Teachers, "is like a man who laid a foundation upon the rock." The entire 
lesson of the parable turns upon the difference between doing and not doing. 
Words of truth that are not made vital by deed are of passing value only. 

Another feature of good training is the matter of incentive so largely 
contributory to success. Where the subject himself perceives clearly the ad- 
vantages, satisfactions or pleasures that are the direct end of his efforts, we 
have natural incentives that often are sufficient to accomplish the desired 
result. Willing effort is exerted ; correction, instruction and advice are wel- 
comed and progress is rapid. 

Where the benefits of the desired training are not clearly perceived or 
appreciated, but are remote and unattractive to the learner, effort is stimu- 
lated by some intermediate incentive that makes the desired appeal. Such 
auxiliary incentives, or rewards, are familiar to us in the form of parental 
approbation, public honors, official testimonials, special privileges and the like. 
In the usual training of children, both in the home and the school, such inter- 
mediate incentive through reward is usually necessary and is in common use. 
It is impossible for the lisping child to appreciate knowledge of the alphabet, 
and for the young scholar to know the value of arithmetical tables and 
processes. Few pupils, indeed, who enter high school take up their Latin or 
Algebra from inherent love of the subject or from keen realization of its 
ultimate benefits. The entire school course is taken by the majority of chil- 
dren simply as a part of life's necessary routine until, in the later years of 
adolescence, they may discover more significant motives. They are encour- 
aged to effort by the commendation of parents, teachers and friends, by pride 
of successful competition, by special prizes, by public promotion from grade 
to grade, and by diplomas whose value is attested by the applause and con- 
gratulation of the community. 

Still another element of training is to be noted whose omission would 
very often entail failure. This is the interested Supervision of the teacher. 
Faults should be indicated, corrective suggestion and instruction supplied. 



TRAINING IN GENERAL 



and encouragement given. Without this supervision it is manifest that faults 
would develop unperceived, and their repetition soon lead to detrimental 
habits difficult to overcome. In order that both teacher and pupil may have 
good basis for estimating progress, means are often devised for measuring or, 
at least, comparing results. The periodical tests and the various marking 
systems, familiar to us as school methods, are examples of the principle of 
supervision. Imperfect as these marks admittedly are as absolute measures 
of proficiency, their usefulness is well recognized. The practice of such super- 
vision is also convincing evidence to the learner of the value ascribed by his 
elders to the subject in hand. Without such evidence incentive would be 
weakened and effort would languish. 

These four salient features of good training methods, — Instruction, 
Drill, Incentive, and Supervision, — ^are of wide application in the general 
field of education. While the value of each is fully recognized, preeminent, 
as an effective factor, is the item of drill. 

Group training under systematic, approved methods has the advantage 
of interest, mass psychology and the stimulus of competition to produce results 
in the aggregate beyond the reach of individual effort by parents or special 
tutors. 

The error is sometimes made of believing that interest and appreciation 
must be induced in the mind of the pupil before there can be progress and 
benefit from his drill. Such belief is disproved by experience. It often hap- 
pens that taste, appreciation and interest develop as a result of proficiency 
and skill acquired from practice that was at first distasteful and rendered 
reluctantly. Incidents of this nature are met with in Music and in such schol- 
arship subjects as Algebra, Latin and Geometry. Body and mind react freely 
upon each other and development may originate from either proficiency or 
interest. Habits of action acquired through drill mould mental attitudes and 
influence the emotions. When interest and proficiency actively incite each 
other, progress is most rapid. 



CHAPTER II. 

Moral Training 

'O mould our youth into conformity with the highest ideals of right living, 
to engender in children love and appreciation of the time-honored vir- 
tues, to make these virtues manifest in their habitual conduct and thereby to 
fortify our citizenship with goodness and justice, may be accepted in a broad 
way as indicating the most serious duty that devolves upon parents and 
teachers. 

Various descriptive terms, such as moral training, character education, 
etc., are in current use to designate the process of fulfilling this duty. In the 
previous chapter we have noted the equivalent meanings of the words train- 
ing, education and discipline as applied to the task of bringing up children. 
It may now be further said that we find practical equivalence of meanings in 
such words as moral, conduct, character, citizenship, etc., when used adjec- 
tively to denote the kind of training or education that may be under con- 
sideration. It is submitted that almost any combination of these terms, such 
as moral training, character training, character education or moral discipline, 
satisfactorily expresses the nature of the duty to be performed. Whatever 
our choice in the association of these terms, deeply characteristic of our aim 
in each case is the development in the individual of what we understand by 
the word goodness. In citizenship training, for example, we seek to develop 
good citizens. Good citizens are, first of all, good men and women. How- 
ever high we may rate knowledge of civics and of the detailed methods of 
political government, the individual possessing it is no asset to the State if 
the qualities that constitute goodness are lacking. The good conduct we seek 
to develop in conduct training is none other than the habitual modes of life 
of a good m.an. In character education the good character we would cultivate 
is discerned and recognized by the moral standards set by good men and 
women. Thus these terms embody complete harmony of purpose. The 
development of good men and women, who habitually do what is right, is 
their common aim, and such development is the definite purpose embodied in 
and conveyed by the familiar term moral training. The fact is that the duty 
itself that confronts us is so obvious and so urgent that refinement in the 
choice of terms to designate it is inconsequential. Controversy over these 
words turns upon phrasing rather than substance and is suggestive of pedantry. 
It is to the more fundamental sections of the mind that the aim of moral 
training is directed. The field of cultivation underlies the intellectual domain 
and our task is largely the direction and control of primary forces, motives 
and emotions. These elements are the unseen springs of human conduct and 
their sound condition and normal functioning are the chief requisites of good 
character. Good conduct, the expression of good character, is recognized by 



MORAL TRAINING 



its habitual exemplification of time-tested standards that display preeminently 
such basic virtues as truthfulness, loyalty, obedience, self-control, honor to 
parents, courage, patience, endurance, etc. 

There has been much confusion and uncertainty in the minds of edu- 
cators regarding moral training itself and the ways by which it may be effec- 
tively administered. Many teachers hold that moral character can be 
conferred only by indirect means, such as the influence of good example or 
the moral element inseparable from the good teaching of the usual scholarship 
subjects, etc. Others find the solution in a code of ethics to be learned as a 
book lesson or memorized ; after which it is hoped that the appeal will have 
been so convincing that the learner will make it the guide of his life. Some 
absolve themselves of all responsibility by declaring it to be a duty that con- 
cerns parents only. A few uphold the fatalistic theory that some children 
"catch it," as they do the measles, while others unfortunately escape it. Many 
methods for direct character training, having elements of merit, have been 
tried, but none has gained wide favor or been generally adopted. We will 
endeavor to show that much of the difficulty and mystery that becloud the 
matter may be removed by a consideration of the close relationship between 
conduct and character. 

Conduct and character act and react upon each other in conformity with 
the well known interactions of body and mind, of which they are respectively 
phases and modes. They are as closely unified as are the totalities of body 
and mind in our human makeup. We may regard character as a state of 
mind, and conduct as the bodily response to this state. Or, we may conceive 
of conduct as a course of action, and character as the ensuing impress upon 
the mind. They are thus reciprocal consequents. Every act makes its mental 
impress. All psychologists teach that repeated acts or habits deepen the men- 
tal patterns and fix character. No less true is it that the impulses of fixed 
character yield uniformity of conduct. 

Character training is, essentially, a matter inseparable from conduct. 
Good habits are, at once, the construction material of character and the evi- 
dence of character already acquired. Willing compliance with regulations 
established for no other purpose than the common good soon begets the habit 
of asking the questions relative to any contemplated action, "Is it right or 
wrong?" "To do or not to do?" "Shall I or shall I not?" A mind sensi- 
tive to these promptings is embryonic moral character, and every right decision 
is an advance step in moral training. 

Such close relationship of conduct and character shows that in moral 
training we may logically apply direct effort to the establishment of good 
habits, assured that in so doing we are moulding character; or, we may impart 
recognized moral precepts and good suggestion to the mind, knowing that, 
when practiced, good conduct will result. Both methods have value; they 
conflict in no way with each other and may be used in combination. 



THE CHARACTER DIPLOMA 



It is then reasonable and natural to ask if these two methods are equally 
effective in practice. Brief consideration will clearly indicate that the first 
method, that in which efiort is applied directly to conduct, is decidedly supe- 
rior to the other. In reaching this conclusion we observe that the body and 
its phases of conduct are openly subject to sense perception. The evidence 
of our eyes and ears is usually trustworthy. We thus know when the pupil 
follows an indicated line of conduct and when he fails to follow it. In each 
case we know the nature of the mental impress that is made; and when he is 
encouraged to self-control and led willingly into good conduct we know that 
good habits are forming and good character is developing. On the other 
hand, mind and character are beyond the reach of our senses. We may con- 
fer knowledge, commend precepts, and by both direct and indirect suggestion 
endeavor to implant good character by effort made directly upon the mind; 
but we have no immediate knowledge of the impress made. Our seed is sown 
in the dark and often at random. We cannot see the mental reactions and 
we are uncertain of the result. Moreover, there is often a considerable inter- 
val of time between the instruction thus given and the opportunity to apply it, 
and during such interval the impress fades. 

When attention is given primarily to conduct, the pupil is kept alert and 
sensitive to the concepts of right and wrong. The word of advice or the 
corrective action can be applied at the very time his conduct shows the need. 
It is the doing that makes instruction effective, and instruction, or other men- 
tal stimulus, that is not discharged by deed is of little benefit. 

No doubt a carefully adjusted combination of the two methods would 
give the best result. Entirely apart, however, from the preceding considera- 
tions, but fully confirming them, we have the testimony of long experience 
in all kinds of training, corroborated by abundant current practice, that an 
ounce of drill is worth a pound of instruction. 

Thus it is the element of drill, or doing, under wise and sympathetic 
supervision, that is all-important. Children of school age, as a rule, need but 
little instruction in the commonplace elementary matters of right and wrong. 
Some knowledge, at least, of these things is imparted by the home and 
through juvenile association. The knowledge of right conduct, as distin- 
guished from wrong, extant today in persons ten years of age and over, if put 
in operation, would pacify the world over night. Children of this age and 
upward, whether in the home, on the street, or in school are, in general, con- 
scious of their improper conduct in damaging property, in disrespect to parents 
and elders, in disobedience to recognized authority, in the violation of school 
regulations, and the like. It is not the word of knowledge that is lacking, 
but the self-contained power to transmute the word into deed. To cultivate 
this power until moral response is habitual is the real task in moral training. 

It is a prevalent error and one that often blocks progress to believe that 
the mind must first be made moral by books, precepts, codes, etc., before good 



MORAL TRAINING 



results can be obtained. The really moral mind is not to be expected in 
children. It is of slow growth and ripens only with years. Actual self-deci- 
sions, self-control, consciousness of progress and the encouragement and 
esteem of parents and teachers will lead the pupil to appreciation of good 
conduct. At this stage success is within reach and we may reasonably look 
forward to the development of real interest and spiritual desire. 

It will be noted that in effective moral training we recognize and adopt 
the principles applicable to training in general. The items of instruction, 
drill, incentive and supervision present no more difficulty in their application 
to conduct training than to other kinds of training. Moral training is a 
natural function of the home. Parents as a rule are even better qualified to 
train their children to be good and to do right than they are to train them in 
scholarship subjects or specialties of any kind. We speak in praise of the 
good home training characteristic of early American life and no tradition of 
mystery or intricacy attaches to its methods. No doubt sometimes it was 
rigid and severe, and much of it could have been improved. But when we 
reflect that it was administered in individual homes by parents without spe- 
cial preparation for the task, and without systematic co-operative effort, we 
cannot fail to note that moral training is a very practical matter, free from 
obscurity. It has taken centuries of study and experiment to develop the 
processes of intellectual training from their humble, scattered application, to 
their present high efficiency manifest in the comprehensive group education 
of our schools and colleges. This progress is the result of perfected organiza- 
tion, refined system and improved methods. Who can doubt the benefit to 
the nation if these highly equipped educational agencies should apply com- 
mensurate effort along the lines of moral training? 



CHAPTER III. 

Serious Need of Moral Training and the Duty of Public Schools 

TO Administer It. 

ALL human wisdom and experience unite in recognition of moral char- 
acter as the basic factor in the development of stable civilization and in 
the realization of peace among men. If there is any item or factor of greater 
import than this in its beneficent effects upon social life, it yet awaits discov- 
ery and acceptance. The time-honored fundamental virtues, extolled by the 
ancients, still mark the pathways of life that offer the greatest measure of 
safety, happiness and peace. This truth, so often urged upon the individual 
youth for his guidance, has equal application to all social groups in their 
desire for collective well-being. 

Good faith among men is essentially antecedent to reliance upon human 
covenants. Unless constitutions, laws, agreements and treaties are under- 
written by character that justifies confidence, they are indeed but "scraps of 
paper." Good government cannot guarantee to make good men, but good 
men are indispensable to the creation and maintenance of good government. 
Good citizenship means a national body of men and women who desire to live 
under law and order, who are willingly obedient to the laws of their country, 
and whose conduct in all human relationships is characterized by the basic 
intent to do right and avoid wrong. 

"Right" and "wrong" are such homely and familiar words that their 
serious import is often overlooked. We sometimes prefer more stately terms 
and by easy transition are led to such words as honesty, truthfulness, justice, 
obedience, self-control, etc. In these we recognize the unquestioned virtues. 
Yet it is doubtful if these accredited terms make the way of life any clearer 
than such simple words as "love your neighbor as yourself," "Obey the law," 
"do right" and "be good." But, however expressed, such are the attributes 
and conduct indispensable as the basis of satisfactory social life. 

Recognition and acceptance of the foregoing truths entail the obvious 
duty upon parents and teachers of making moral character the main objective 
in bringing up children and youth. Neither material nor intellectual attain- 
ment, to whatever degree achieved, can compensate for the lack of moral 
foundations. That moral training should have precedence in interest and 
effort over all else in the rearing of children is recognized by educators in the 
oft-repeated declaration that character is the supreme aim of education. 

But notwithstanding our clear knowledge of the vital issues dependent 
upon the performance of this duty, brief reflection will convict us of unpar- 
donable neglect. Divided responsibility, shared in the past by Home, School 
and Church, accounts in large measure for this unfortunate fact. These 
important institutions engaged with their special tasks and functions have 



DUTY OF SCHOOLS TO ADMINISTER MORAL TRAINING 9 

drifted along independent lines of effort and suffered the great moral funda- 
mentals to languish and decline. 

The Home, as a constructive moral force, has almost vanished in con- 
gested city populations. Multitudes of boys and girls of the tenement dis- 
tricts are deprived of any home discipline worthy of the name. They find 
the street more attractive than their dull quarters, and their interests ger- 
minate and develop thereon. They cannot avoid evil associations if they 
would, and they fall into immediate contact with vice in all its forms and in 
all degrees of grossness. The father's work takes him daily from parental 
supervision, while household duties, beset with difficulty, often discourage and 
overwhelm the mother in her single-handed struggle. If there is any moral 
result whatever to be credited to the Home in relation to this group of city 
children and youth, it is wholly obliterated and negatived by the disastrous 
environment. 

Even in the more favored home life of the nation, parents are lax in 
applying direct and effective moral training to their children. Many are 
incompetent and many others are ignorant of its importance. Belief is widely 
prevalent that our schools are adequately caring for the matter and that the 
home is relieved of responsibility. Thus moral training by the home has dis- 
appeared and become practically impossible in large sections of our cities, 
and elsewhere it is weak and utterly disproportionate to the great national 
need. 

The moulding power of the Church over the moral life of children has 
never been strong. This is largely due to the fact that in organization and 
methods churches are ill-adapted to the essential processes of training. Moral 
training, as we have seen, like all other kinds of training, demands the 
"doing" of the word to establish any claim for efficiency. The Church may 
give instruction but, without drill, the result is comparable to that of the 
house built upon sand. Enrollment in Sunday Schools embraces but a small 
percentage of children, and attendance is low. Entertainment constitutes a 
considerable element of their activities and but little instruction can be given 
in weekly sessions of twenty to thirty minutes only. Disciplinary influence to 
control the conduct of the pupil between sessions is wanting and too often his 
conduct during the session is a liability instead of an asset to the cause. Thus 
serious Sunday school methods and effort have but restricted application and 
are concerned almost wholly with conferring words of truth and advice, 
while opportunity for converting word into deed is lacking. It is this inher- 
ent defect that renders the contribution of the Church to the moral training 
of the young unimpressive and much of its effort unproductive. 

In the development of public education moral training has not been 
accorded the attention and consideration its importance demands. It has been 
held as a matter incidental and subordinate to scholarship, and movements to 
establish it as the dominant motive of training have not met enthusiastic 



10 THE CHARACTER DIPLOMA 

response from public school educators. Their attitude is largely accounted 
for by the conditions and circumstances under which, in earlier years, our 
ancestors began to establish town and neighborhood schools. At that time 
children, for the most part, were brought up and trained in the Home. 
Parents felt themselves responsible for the outcome. Children helped in the 
work of farm, shop and store, and were almost constantly under parental 
supervision. The leaders among these men and women had strong religious 
convictions, knew the supreme value of moral character in human life, and 
endeavored to bring up their children in accordance with this knowledge. 
Realizing, however, the importance of intellectual training, the schools were 
established as auxiliary to the homes to give the elements of learning. There 
was no intention that these primitive institutions should take over the entire 
responsibility of training; and far less was there any thought that the scholar- 
ship training of the schools would relieve parents from caring for the moral 
welfare of their children. Character was held as fundamental; scholarship 
as a desirable but secondary acquirement. Home, Church and School, each 
had its part in the education of the child, and under these conditions it was 
right and natural that the schools should concentrate effort upon scholarship, 
the leading purpose for which they were instituted. 

Many changes in industrial and social life have since taken place that 
deeply affect the activities and responsibilities of all the agencies of progress. 
While the history of these transformed conditions is of little moment to us, 
the conditions themselves, as they now exist, are the serious matter with 
which we have to deal. 

Conspicuous among these changes is the ever-increasing tendency to 
depart from the individual family life of our earlier history and to gather in 
urban masses where family independence and individuality are dimmed by 
growing interest with larger industrial, economic and social units. Congested 
human life with its more vital problems and keener interests demands organi- 
zation along lines so comprehensive that the significance of the family is mini- 
mized and weakened. Our work, our travel and our recreations are in groups 
and throngs where parental direction has become displaced by other agencies. 
Thus the welfare of the individual and the family alike has become dependent 
upon the stability and cooperation of these larger elements which, of necessity, 
become the subjects of our plans and processes. Our children share in these 
conditions. They are educated in school groups, they play in block and 
section groups, and too often their rowdyism and criminal activities are in- 
spired by gang associations. If their good character is to be developed it can 
no longer be efficiently done by the weakened hands of individual homes, 
but must be provided for in the larger group life to which they gravitate. 

Another change we may note is the wonderful development of the 
public school S5'stem from its humble beginning to its present established 
primacy over every other agency that undertakes direct purposive effort to 



DUTY OF SCHOOLS TO ADMINISTER MORAL TRAINING 11 

prepare our children for the grave duties of citizenship and social life. Respon- 
sibility that once rested on the Home and Church for this task has been 
allowed to lapse or has been absorbed by the schools, and the public has come 
to regard the responsibility of these institutions as all-comprehensive and 
their programs as all-sufficient. But notwithstanding the new order produced 
by these changes, the schools would still hold the Home responsible for moral 
training as in the earlier days. 

Another reason why the claims of moral training are not more cordially 
embraced by our public schools is their close affiliation with the private col- 
leges whose chief purpose avowedly is to confer the benefits of higher educa- 
tion along intellectual and scientific lines to the comparatively few who are 
qualified to receive them. This partnership of interests operates to defeat 
the training in moral character so vitally needed by the multitudes of our 
youth who do not go to college, and upon whose good citizenship national peace 
and security so largely rest. The proverbial difficulty of trying to serve two 
masters seems here to have resulted in a choice that subordinates public interest 
to narrower and less worthy ends. Our schools put forth strenuous primary 
effort to reach predetermined scholarship standards. This they accept as their 
special task in the educational field and they measure success by the results 
achieved in this endeavor. Results in moral training are of secondary con- 
sideration and go unmeasured. 

Thus, while moral training has passed in large extent from the hands of 
Home and Church, it is still denied rightful place in school administration. 
Scholarship engages the dominant thought and effort of supervisors and teach- 
ers. We are now bringing up our children under a complete reversal of edu- 
cational values in careless disregard of all wise counsel and experience. En- 
ticed by the dazzling allurements of scholarship, we have joined with Euro- 
pean nations in fierce competition for intellectual wealth, the acquirement of 
which, without moral foundation, is no less disappointing and perilous than 
similar possession of material riches. 

The unfortunate fact is thus revealed that the duty of training our chil- 
dren to meet the high demands of character and service that await them as 
future citizens, remains unperformed. The conclusion seems unavoidable that 
moral foundations have lost their revered and exalted place in public esteem, 
or, we are forced to the confession of gross neglect of our sacred obligations 
as parents and citizens. 

Under existing conditions, the public schools have become the logical 
and sole agency for the effective moral training of our youth. The supreme 
purpose of these institutions is to insure the welfare and perpetuity of the 
State. They are not established for the selfish benefits that individual pupils 
may harvest from them. They are well organized and equipped, the compe- 
tency of supervisors and teachers is unquestioned, and school attendance re- 
quirements bring all children within their control. 



12 THE CHARACTER DIPLOMA 

Notwithstanding the unfavorable conditions for moral training in the 
homes, wrought by our highly organized industrial life, some educators would 
still impose the entire responsibility for such training upon parents. In meet- 
ing this atttude, we may freely admit that responsibility for all training that 
children need, of whatsoever nature, rests ultimately with parents. But 
in the training of children, as in other matters, efficiency is enhanced by divi- 
sion and specialization of tasks. The intellectual training now conferred by 
our schools is an outstanding illustration. Who can picture its weakness if 
this duty were left to individual homes? Yet, in committing this duty to the 
public schools, parents do not, and morally cannot, abandon their individual 
and associative responsibility for the outcome. Such responsibility is fully rec- 
ognized when the parent, in conjunction with other citizens, helps to estab- 
lish the school. It is likewise recognized in the cooperation given by the Home, 
by Parent Teachers' Associations, and in the establishment of Boards of Edu- 
cation representative of the general citizenship, directly responsible for the 
basic features of the work. 

If at any time the parent-citizen, for reasons of convenience or efficiency, 
seems to relinquish personal responsibility for the training of children, and to 
transfer it to other hands, it is clear that he does this in no absolute sense, 
but that he merely exchanges a direct responsibility for the indirect one in- 
volved in the choice of some intermediate agency. 

Under the broad duties exercised by representatives of the Home, the 
experts of the school system have the specific duty of carrying on the actual 
work of instruction. For the faithful performance of this duty they are direct- 
ly responsible to the homes they serve. Such duty in behalf of parents, involv- 
ing vital issues affecting the individual and the State, becomes charged with 
a moral quality of deeper significance than that entering into ordinary cove- 
nants. The true, conscientious teacher shares the parent's solicitude for the 
child and recognizes fiduciary obligations more compelling than those written 
into statutory law. Who can question the higher efficiency and who will deny 
the greater benefits to the State if similar duty in behalf of parents, relative 
to moral training, were definitely assigned to the schools? 

The public school system has mastered difficult and intricate problems of 
organization ; adapted its instruction to meet the needs of a complex civiliza- 
tion ; and its efficiency in the performance of its accepted tasks is unquestioned. 
It has thus gained the confidence of the people as the civic institution above all 
others upon which to base the safety and happiness of our people. But condi- 
tions of desirable social life are inseparable from the practice of the moral vir- 
tues as the indispensable rules of conduct in our relations with each other. 
This undying truth is manifest at every stage of the world's history and has 
never been more obvious to thoughtful minds than at the present hour. 

The commanding prestige enjoyed by our schools is, in fact, a menace if 
we so mistake values as to lose the substance in grasping at the shadow. While 



DUTY OF SCHOOLS TO ADMINISTER MORAL TRAINING 13 

we are magnifying our schools and trusting to results that appeal to eye and 
ear, regardless of adequate provision for the development of moral character, 
we witness today on every hand appalling evidence of our neglect in the mani- 
fold forms of juvenile vice and crime. 

Exactly as we now assign definite responsibility to the schools for the 
intellectual training of our children, so we should assign to them like respon- 
sibility for their moral training. In this, as in all matters affecting the wel- 
fare of our youth, Home and School will cooperate to the fullness of their 
opportunity. The methods hereinafter proposed by which the schools can 
assume leadership and make substantial contribution to national character and 
uplift, require no additional demands of time or money, nor do they involve 
any significant change in programs of study. 



CHAPTER IV. 

Basic Relation of Moral Training to All Educational Aims. 
Effort an Important Element of Conduct. Incentive and 

Supervision, 

A DVOCACY of moral training as vital to the well being of both the indi- 
■*^ vidual and the group is usually based upon the results of human experience 
and the teachings of history. The testimony from these sources is so clear that 
the direct relationship between morality and human welfare is undisputed. In 
the preceding chapter such relationship of cause and effect was assumed with- 
out attempt to note the direct benefits of moral conduct upon the immediate 
activities through which our lives find expression. We will now consider good 
conduct, the practice of moral character, not only as justified by its ultimate 
results, but as conferring its benefits upon the particular efforts in which we 
engage; and thereby discern its basic, beneficent relationship to the various 
fields of training. 

Conduct is not a detached or separable department of life whose inter- 
ests and development we can turn to or from at our pleasure. Our every act, 
all that we do, is our conduct, and we cannot escape it as an ever-present 
fact, if we would. It thus follows that the conduct of children is to be dis- 
cerned, trained and judged in the continuity of all their activities that come 
under our observation. The chief activity of pupils in school is the performance 
of school tasks. Their conduct relative to these is a most important section of 
the field to which moral training is applied. This is true whatever the nature 
of the task or special training may be. In agricultural training, manual train- 
ing, scholarship training or business training, for examples, the individual 
pupil makes more or less progress according to his conduct, as shown by his 
attitude, application and effort relative to the subject. In group training of 
any kind the group, as a whole, will benefit by the good order and contagious 
spirit of endeavor that comes from good social conduct. Thus in school train- 
ing, of whatever special kind, the more effectively we apply the methods of 
moral training, the better our results not only in the domain of character but 
also in the specific purposes of the school. 

Good conduct is so closely identified with our best interests in all that we 
do that there is no possible conflict between good moral training and any kind 
of special training, even when in operation together. Nor does the adminis- 
tration of the moral training curtail or displace in any degree the special 
training. This is because of the basic relationship that moral training bears 
to all educational effort. 

Clear recognition of this relationship will serve to correct the too prevalent 
belief that all school time and effort directed to moral training must neces- 
sarily be drawn from the scholarship assignment and diminish its product. Such 

14 



MORAL TRAINING IS BASIC. IMPORTANCE OF EFFORT 15 

objection would undoubtedly apply with full force as among the many kinds 
of special training that have little or no relation to each other. The time 
and effort given to agriculture, for example, are wholly lost to grammar, arith- 
metic and shopwork. No one of these subjects contributes directly to another. 
But this is not true of conduct training, which can be applied in harmonious 
cooperation with all of them to their advantage. 

It is also manifest that as between conduct training and the special train- 
ing with which it may be associated, the former is basic and more influential. 
Successful effort applied to good conduct is of direct benefit to the special sub- 
ject; but the special subject may be taught with a measure of success without 
any benefit to conduct or character. The relationship of the whole to its parts 
is here suggested. Furthermore, it is undeniable that, without the basis of 
good conduct, teaching of the special subject will fall short of high achievement. 

The basic importance of character in all group life is clearly illustrated 
in military service, where it is recognized by the best authorities as indispens- 
able in the training of both officers and men. To make a good soldier the first 
and chief endeavor is to make a good man. Good conduct is encouraged by 
incentives in the nature of privileges and rewards and on this foundation the 
highest technical and professional efficiency is reached. Experience bars every 
other way by failure. Primary effort given directly to technical drills, with 
only incidental and forced attention to conduct, leads inevitably to weakness 
and demoralization. 

The most important phase of conduct relative to scholarship tasks is the 
effort manifested by the pupil to master them. This effort may be judged in 
school by his application to study during study periods, by his attention and 
demeanor during recitations, by the degree of prompitude and state of com- 
pleteness shown by his homework assignments and, at least partially, by the 
character of his recitations. If satisfactory effort is thus manifest, his con- 
duct is clear, regardless of his progress. If such effort is not manifest, his 
conduct is at fault; and the fault is a far m.ore serious one than the scholar- 
ship failure it may entail. Such fault should never go unrecorded. Even in 
the case of a bright pupil, a satisfactory recitation is no cover whatever for 
neglect of duty and waste of time. These are serious character defects that 
moral training should remedy. 

Quite apart from his conduct relative to scholarship tasks is the pupil's 
conduct in the broader field of school life and association wherein his habits 
of compliance or non-com.pliance with well-known rules and social require- 
ments furnish large opportunity for observation and action. 

It will, therefore, be understood that the word "Conduct," as herein 
used, has comprehensive scope far beyond any restricted application to such 
matters as etiquette, formal manners and personal bearing. When administra- 
tive attention is primarily directed to conduct training, it embraces a broad 
field of action in which all special kinds of training, such as scholarship, manual 



16 THE CHARACTER DIPLOMA 

skill, etc., are but included parts. By uplifting the moral plane we uplift 
all that rests upon it. And what is there, we may ask, in human life and inter- 
est that does not so rest? It is this basic relationship of character to all our 
social engagements and duties that makes it the chief aim of education. 

The processes of direct moral training in public schools are incomplete. 
There is sufficient instruction, and the items of drill, found in the real life 
and responsibilities of the pupil, are abundant. Incentive, however, is almost 
wholly lacking, while the processes of supervision are defective in measures 
that impress the pupil with the necessity of avoiding and correcting conduct 
faults. 

Such powerful incentives as are now so freely contributed to the scholar- 
ship courses are almost unknown in the field of moral training where the need 
is plain and imperative. This basic field is the strategic point for the applica- 
tion of all the forces we can bring to bear in the cause of education. Scholar- 
ship itself will benefit by any incentives that promote good conduct. 

In the practice of supervision, character faults are too often ignored be- 
cause of the seeming insignificance of the deeds that embody them, or because 
of the trouble incident to their proper treatment. When cognizance is taken 
of faults the disciplinary measures usually make but transient impress upon 
the pupil. Neither appeal nor reproof can escape the weakness of mere words 
addressed to minds often unreceptive; and punitive action of any kind, and 
however necessary, has no constructive influence upon character. Penalties 
become but the price paid by the pupil to clear his record and enjoy official 
good standing with his associates. 



CHAPTER V. 

Practical Conduct Training; Outline of Methods. Discussion. 

npO make moral training supreme in fact, self-efFort on the part of the pupil 
-■- must be induced. We should therefore give our highest rewards for the 
exemplification of good conduct, high endeavor, and willing compliance with 
the conventions and rules of social school life. Success of a pupil from term 
to term should be recognized, first of all, on the basis of these attainments. 
The recognitions that have value above all others in the minds of pupils 
are grade promotions and graduation diplomas. These, then, should be ex- 
pressive of satisfactory progress in the development of moral character, the 
highest school aim, and the indispensable equipment for satisfactory social life. 

The graduation diploma should be a certificate of character with pointed 
reference to good citizenship. Character commendation, phrased in impres- 
sive language, should be the dominant feature of the testimonial. A separate 
certificate of scholarship results, giving necessary information should accom- 
pany the diploma as a subordinate document. The diploma should be denied 
to every pupil whose conduct falls below the designated standard, regardless 
of scholarship. 

The moral atmosphere and orderly conditions of school life will be bene- 
fitted by this procedure and scholarship results improved. All that can be 
expected of any pupil in his scholarship tasks is earnest effort, whatever the 
result. To make such effort is a high moral obligation. If he is unwilling and 
indolent, the character fault, not the resulting scholarship failure, is the seri- 
ous matter that forfeits the reward. 

Such measures would have far-reaching beneficent results entirely apart 
from the direct purpose of individual reward. Teachers, parents and the pub- 
lic at large, even more than pupils, would be awakened to deeper sense of the 
value of moral character in life, and this in turn would contribute new support 
to the school by more effective home cooperation and increased public interest. 
By such means the supreme claims of character over every other school purpose 
would receive practical recognition and become established in the national 
mind. 

The usual method of dealing with faults of conduct needs adjustment to 
bring them under measurement and relate them definitely to the pupil's prog- 
ress and ultimately to his title to the school diploma. In current practice 
incidents of misconduct, delinquencies, etc., are treated as "disciplinary" mat- 
ters. When they are of a minor nature, teachers usually have limited discre- 
tion to take appropriate action, subject, however, to review and approval by 
the principal. More serious conduct faults go directly to the principal, or to 
the designated discipline officer, usually by written report. The principal 
is primarily responsible for the discipline of the school. Disciplinary action 

17 



18 THE CHARACTER DIPLOMA 

may take the form of words or of compulsory deed, and the range of such 
action is wide. When action in a given case has been fulfilled, the incident is 
practically closed and the pupil is no further concerned with it. Often no 
record is made of the action taken, and the written report having served its 
transient purpose may be discarded or committed to undisturbed slumber in 
the files. 

It is precisely at this point that our present methods are defective and need 
carrying forward to educational completion. Supervision that merely ob- 
serves and comments or punishes avails but little. Real training (discipline, 
in its higher sense) must provide for the self-correction of faults. Motive 
must be voluntary and from within, not coercive from without. To obtain 
these conditions, the conduct records must be kept alive and used at the end of 
the term to ascertain conduct standing by numerical grading, as is done in 
the scholarship subjects. 

The original entries of record are the Reports to Principal usually made 
on filing cards. Such written entry should be made in the case of every fault 
or delinquency other than those for which friendly admonition is adequate. 
Habitual reliance, however, by a teacher upon repeated warnings, is a serious 
disciplinary weakness to be avoided. After consideration by the discipline of- 
ficial, the gravity of the fault is noted on the card, in accordance with a nu- 
merical scale (see chapter VII), together with any other disposition the case 
may merit. The completed report cards in the case of each pupil constitute 
his conduct record for the term (or other period) and from them a conduct 
grade is readily obtained. 

The introduction of the character diploma and the enlarged use of con- 
duct records, as above outlined, involve no significant change in the execution 
of school programs nor in administrative routine. The existing mechanism of 
operation is well adapted to the end in view. By the character diploma we 
supply moral motive to the pupil and keep the consciousness of such motive 
ever-present in the minds of pupils, teachers and parents alike. The enlarged 
use of the records relates the pupil's conduct directly to his school success and 
its operation is an oflice matter easily conducted by clerical assistants. 

In justification of these measures and to meet questions that may nat- 
urally arise concerning them in the minds of those to whom they are not 
familiar, comment on some points may be excusable. 

It is sometimes urged that our conceptions of right and wrong are gen- 
erally so unstable, and so uncertain as to absolute truth, that we cannot be 
too careful in imposing them upon, or even suggesting them to, the minds of 
children. There are those who apparently believe that the personality of the 
child is so sacred that his mind regarding what is right and wrong should not 
be directed or biased by the belief of another. Self-development in these mat- 
ters is his divine right, not to be impaired in any degree, even when action 
is accompanied by parental love and interest. It has been openly advocated 



PRACTICAL CONDUCT TRAINING,' OUTLINE 19 

that children should not suffer direction or control, except as measures of 
extreme necessity, and that they should be left to discover for themselves the 
disciplined pathw^ays of life that it has taken ages to disclose. 

It is not believed, however, that sane educational opinion accepts such 
views. The experiment of self-government by children is revealed in its naked 
absurdity in the uncontrolled street life of our youth and in its criminal con- 
sequences. There are surely wide areas of light revealed by experience where 
mankind has learned to walk in safety, and dark areas wherein it is fatal to 
venture. There are fundamentals of conduct of which we can say to our 
children with undisputed finality that they are right or wrong. If, after 
centuries of experience this is not true and we are to leave each generation to 
grope its way without help from the past, then morality is a spiritual wilder- 
ness without light, and its discussion is without excuse. The great virtues and 
moral precepts that constitute the inherited wisdom of the past are the guide 
posts of life that point us along the pathways of safety. There can be no 
controversy over their certainty and authority. To reject their guidance is 
to renounce all morality, for there is no other. 

In the field of the accepted fundamental virtues we instruct and lead our 
children with confidence. Within its familiar domain we understand, with- 
out attempting precise definition, that the term wrong conduct, or miscon- 
duct, embraces acts that violate widely accepted moral precepts, avoidable acts 
that work harm to others, and acts that disregard the desires of the social body 
as expressed through its authorized agency. When wrong conduct is the 
result of ignorance, we do not impute moral laxity. When it is the result 
of carelessness, or of feeble resistance to temptation, in the light of knowledge, 
such laxity is manifest. When wrong conduct is wilful we unhesitatingly 
declare it immoral and reprehensible. 

Failure to provide incentive to self-effort toward good conduct on the 
part of pupils, has led to the illogical practice of imposing entire responsibility 
upon teachers for the good conduct of their classes. This is inherently wrong 
in the case of pupils in the upper grades who cannot be shielded by any pre- 
tense of ignorance. When pupils perceive that the teacher is held accountable 
for their conduct, they naturally feel relieved of all personal responsibility and 
join with supervisors, parents and the public in imputing their faults and 
disorder to the teacher's inefficiency. They expect the teacher to persuade, 
cajole or compel them into good conduct without effort of their own. Char- 
acter training can make no progress against such error. It is manifest that 
the good conduct of a class should spring from the moral element in its indi- 
viduals, and not be dependent upon the devices and ability of a teacher. 

Because of this too prevalent practice, teachers come to be classified as 
"strong" or "weak." It seems to be taken for granted that outside control 
alone is applicable. That supreme responsibility to cultivate self-control rests 
with the pupil himself, is overlooked. The "strong" teacher may succeed 



20 THE CHARACTER DIPLOMA 

and the "weak" teacher may fail; but in neither case is there any real prog- 
ress toward spontaneous self-control. At this point the school reward based 
upon the conduct record is adapted to the desired end. It supplies motive 
and makes clear to the pupil his personal responsibility. 

Instruction is an element of training that naturally precedes drill. We 
cannot hold children accountable for their wrong conduct before they are old 
enough to have the knowledge and consciousness of wrong doing. Knowledge 
of right and wrong conduct relative to the common matters of life is usually 
conveyed to children by parents and teachers in the natural associations of home 
and school. They also absorb much by their own observation and experience. 
During the earlier years we are patient with their faults. By words of in- 
struction and by judicious restraint, we endeavor to mould their conduct 
into good habits and to implant in their minds fundamental moral concepts. 

The first four years of the elementary school may well be regarded as 
a period for instruction in the virtues of obedience, truthfulness, honesty, 
etc. We endeavor at the same time to inculcate and encourage habits of 
good conduct. While such procedure involves no significant change from 
current practice in good schools, yet, to attain the best results, there should 
be uniformity and systematic effort throughout the school. These can be 
realized only by giving the matter official recognition on the school program. 
It cannot safely be left to the views, moods and convenience of individual 
teachers. 

Such instruction and guidance by word should be followed as soon as 
possible by transferring emphasis of training to the_^ responsive conduct of 
the pupil, holding him responsible for results. Words are but the symbols 
of thought, and thought, alone, is utterly unstable foundation for character. 
If it finds no expression in deed, its value soon vanishes. Words of moral 
advice and persuasion bear much the same relation to the moral character we 
would develop as the blue-print plans of the architect bear to the edifice 
he would build. It is not till we get busy with brick and mortar that we 
begin to realize our dreams. 

There comes the time when, by reason of age and the knowledge ac- 
quired, the pupil should begin to practice self-decision and self-control in his 
conduct. This is the beginning of the drill stage proper. We surely are 
justified in the belief that, with few exceptions, children ten years of age 
know that it is wrong to violate school regulations devised for the com- 
mon good, that it is wrong to neglect school tasks, to use profane or obscene 
language, to wilfully injure public property, to be saucy and disrespectful 
to elders, and to commit other such well-known faults. 

Beginning therefore with the fifth year of school life, and thence on- 
ward to the completion of the high school course, training methods should 
be focused upon the conduct of the pupil viewed as moral drill. 

The items to be developed by conduct response are found in the life 



PRACTICAL CONDUCT TRAINING; OUTLINE 21 

and routine duties of the school. These duties have no make-believe qual- 
ity. They are real and are adapted to the pupil's age and capacity. His 
participation in these activities constitutes his school conduct. The more 
prominent divisions of this conduct are careful compliance vrth school rules, 
faithful and diligent effort to accomplish the prescribed courses and tasks, 
and the acceptance, in practice, of the familiar moral precepts of social life. 
Proficiency will be determined by a consideration of the number and char- 
acter of his faults and errors as show^n by the record, precisely as in the 
scholarship and other departments. 

Success is thus conditioned upon the effort and ability of the pupil to 
fulfill his moral obligations and tasks, to cultivate self-control and make 
prompt decision in behalf of duty. Failing in these things he has failed in 
the supreme school purpose. As an essential means to the end in view the 
conduct records should be carefully made and, keeping faith with ourselves 
and with our pupils, they should be made the basis of rewards, promotions 
and final testimonials. 

Punishments and penalties, as a rule, are devoid of moral incentive. 
Even as deterrents they have little value except in special cases when severe 
or extreme action is demanded. We may not impose severe penalties for 
minor offences; and mild penalties for such offences are mere barter and 
sale that do not prevent repetition. Minor faults must not be omitted in 
compiling the official record. If overlooked they not only lead inevitably 
to more serious ones, but they develop a contemptuous disregard for author- 
ity that finds expression outside the school if not within it. The habit of 
committing so-called small offences, with full knowledge of the wrong-doing 
imyolved, is far more deadly to character than the occasional more serious 
offence committed under the impulse of momentary temptation. It is dan- 
gerous to encourage the idea of degrees in the matter of obedience. 

The graduation reward for good conduct, based on the record, takes 
adequate care of these minor offences, as well as the more serious ones, and 
gives the pupil incentive for self-control and improvement. He soon realizes 
that he, alone, is the responsible author of the record and that success or 
failure rests with himself. 

The supervision of conduct manifest in keeping the records and apprais- 
ing their worthiness at stated periods, provides additional motive for self- 
effort, self-reliance and self-control. The pupil thereby is brought to see 
that to possess good character he must build it. It cannot possibly be con- 
ferred upon him by another and the enlistment of his own will is indispens- 
able. He is unlikely to acquire this vision if his teacher is held responsible for 
his misdeeds. 

It should be noted that the foregoing methods by which conduct grades 
are determined are essentially the same as those by which numerical grades 
are reached, not only in the scholarship subjects of school and college, but 



22 THE CHARACTER DIPLOMA 

in the various departments of life where comparative measurements of a 
similar nature are made. 

We have become so familiar with the marking system in educational 
institutions that we usually make but little question of its accuracy and we 
attribute a postive character to the results as if we had actually been meas- 
uring details of merit. A little reflection will show that the positive result 
we ultimately reach is, in fact, the residual after we have deducted carefully 
weighed errors and faults from an assumed perfect standard. It is the num- 
ber and character of errors and failures in a given performance that deter- 
mine its comparative worthiness. Language and mathematics papers, for 
example, are graded by a careful scanning of the errors, noting their number 
and significance. It is not only the fairest way but, we are tempted to say, 
the only fair way. It would be quite impossible to agree upon a system that 
would contemplate the direct measurement of everything that is good and 
correct in a given examination paper. The details would be almost limitless 
in number and their relative importance would be the subject of endless 
controversy. 

The same conditions are encountered in the grading relative to other 
school subjects, in departments of government where merit systems exist, and 
in practically all contests of skill in athletic and recreational fields. We may 
go even further and say that in social life when we attempt to form opinion 
of individual moral character, not in carefully estimated numerical terms, 
but in the commonplace terms of thought and language, such opinion neces- 
sarily turns upon the number and gravity of the immoral and unworthy 
acts that have come to our notice. In the absence of faults, good character 
is to be assumed. Even if we should attempt the difficult summation of the 
good that we have witnessed, justice would yet demand the addition of the 
good we have not witnessed. 

Thus it is seen that the methods advocated relative to the conduct rec- 
ords are in full accord with professional and general practice. The numeri- 
cal gravity assigned to an offense is not, in any sense nor by any intent, to 
be viewed as a penalty or punishment. The filed report is simply the record 
of a fact. The pupil virtually makes his own record, and the numerical 
weight assigned to a fault after investigation is a mere translation from Eng- 
lish phrase to a more convenient form for ultimate comparisons. 



CHAPTER VI. 

Instruction for First Four Grades: Details and Suggestions 

T N order to systematize instruction and make deep impression, it is rec- 
ommended that no less than one period per week be devoted to the moral 
teaching of pupils during their course in the first four grades. It is urged 
that this instruction be assigned on the program for one of the regular peri- 
ods of the week. To assign it as an extra period outside of official instruction 
hours, or leave it to voluntary, sporadic effort, is to belittle its importance 
and invite mere time serving ineffective treatment. 

The subjects of instruction should be drawn from the well recognized 
elements of moral conduct, and selected topics should be distributed among 
the four grades in such manner that emphasis of effort may be applied to 
them successively as the child passes from grade to grade. As an example of 
such distribution, the following is offered: 

For Grade I. — Respect and Obedience. 
For Grade II. — Truthfulness and Honesty. 
For Grade III. — Unselfishness and Justice. 
For Grade IV. — Cleanliness and Purity, 

It must be distinctly understood that such schedule is not to be inter- 
preted in any narrow sense. We should not defer or wholly exclude con- 
sideration of a timely topic merely because it has not been reached in its 
assigned grade. Practical moral instruction must necessarily take immediate 
cognizance of faults and misconduct of any kind as they arise in the routine 
life of the school, and appropriate instruction and correction be administered 
at the time. The purpose of the schedule is to furnish basis for system 
and thoroughness ; and attempt has been made to arrange the topics in an 
order suitable to the needs of the pupil as he advances in age. 

The method of instruction should be of the most informal nature. There 
should be no difficult lessons or memorizations assigned for a subsequent 
session. The teacher should present the topic in a way to gain the interest 
of the pupils and then, by serious advice, persuasive reasoning and suitable 
illustration, show the necessity and worthiness of the matter under discussion. 
The illustrations may be by story from history or from current events; or, 
the lesson may be developed from the reading of a suitable book story, whether 
of fiction or of fact. Pertinent questions and discussion should occupy a por- 
tion of the time. Although the proceedings are informal, they must be made 
serious and impressive. Any tendency to treat the topic with levity or in- 
difference would be fatal to the end in view. 

It is recommended that these topics be discussed from time to time at 
parents' meetings and conferences in order to promote home cooperation. 

23 



24 THE CHARACTER DIPLOMA 



It is suggested that the scheduled topics for each grade be conspicuously dis- 
played in the appropriate classrooms as a constant reminder and a guiding 
force for the pupils during the school year. These topics should appear on 
the printed form of Report to Parents, and appropriate comment (excel- 
lent, very good, good, unsatisfactory, etc.) should be made for the topic of 
the current grade and for all preceding topics of grades through which the 
pupil has passed. 

Remarks on the Scheduled Topics for First Four Grades 

/. Respect and Obedience 

Respect here relates to the honor and deference the child should manifest 
toward parents, teachers, public officials, aged persons, etc. It is based on 
the assumed consciousness of the child that they are interested in his wel- 
fare, desire his highest good and happiness, and that their knowledge and 
experience of life qualify them for giving advice and instruction. 

Obedience is not blind submission nor servility. In its wide and benefi- 
cent sense it is the willing compliance of the child with requests, desires and 
directions of those who seek his ultimate good. It is a similar willing com- 
pliance with conventions, rules and laws made by competent authority for 
the common good. It is closely related to respect. The act of disobedience 
is the denial of respect. 

//. Truthfulness and Honesty 

In addition to the grosser vices of falsehood and theft, these words have 
application to the entire field of deceitfulness, concealment of facts that 
rightfully should be made known, taking unfair advantage of others, etc. 
Untruthfulness is usually the chief element in dishonest practices. 

///, Unselfishness and Justice 

These words have direct reference to the obligations and duties between 
men in both their individual and aggregate capacities. Social rights and 
duties, in essence, are scarcely distinguishable from each other. The duty 
of A with regard to B, is the right of B with regard to A. 

The golden rule is an unerring guide in the elementary consideration 
of these topics. 

The soul of real Americanism is probably more fully expressed by 
the word justice than by any other. This is evidenced as we study the char- 
acters of the great men whose memory we revere as founders and upholders 
of the nation. A striking example is that of Roosevelt who used with 
powerful effect the homely variants "fair play" and "square deal'* in his 
passionate appeals in behalf of justice. 



INSTRUCTION FOR FIRST FOUR GRADES 25 

IF. Cleanliness and Purity 

Both these words indicate freedom from whatever contaminates, soils, 
defiles and the like. The word cleanliness is usually applied with regard to 
what is external or superficial; purity ^ to the entire content of whatever is 
under consideration. In morals, cleanliness usually has reference to the body 
and its environment. Neatness and order in one's surroundings may be 
given place under this topic. The term purity is used in considering tendency 
and state of mind. It take cognizance of what enters the mind through as- 
sociates, literature, the stage, music, motion pictures, etc., and also of what 
proceeds from the mind by spoken or written expression or other significant 
manifestation. 

Many other topics of equal moral importance will occur to teachers and 
may be substituted for those here suggested if deemed advantageous. Great 
care should be exercised, however, not to reduce the time allotted to the 
chosen subject, and the schedule should be uniform for the entire school. 
Results will be weak if too much is undertaken in a given time allotment. 
One deep impression is far more to be desired than many shallow ones. 

Important topics not embraced in the four-year schedule may be treated 
in a similar manner in the ensuing grades if time can be provided. Loyalty 
and duty, for example, might be considered in the fifth and sixth grades. 



CHAPTER VII. 

Drill for Higher Grades: Details of Training 

"DEGINNING with the fifth year of school life, it may be assumed that the 
^^ pupil has acquired substantial knowledge of the difference between right 
and wrong conduct in reference to the usual routine life of the home and 
school. In addition to what he would naturally learn of these things by 
observation and experience, he has had the direct instruction scheduled for 
the preceding grades. He should now be led to practice self-reliance in the 
acquittal of his moral obligations, cultivate self-control and train the will 
to quick decision in behalf of duty. 

The public school is not an institution for the mere purpose of equip- 
ping children with certain itemized matters of scholarship. School life 
constitutes for youth a real field of responsibility with opportunity to qualify 
for the tasks of citizenship. The pupil's duties in this field are as serious and 
important as are those of his teachers. This he should be led to realize by 
giving him every reasonable encouragement on the one hand and by unhesi- 
tatingly checking his errors on the other. The measure of success reached 
by the pupil in this field of conduct is ascertained by considering the number 
and character of his offences, delinquencies and failures as they come natur- 
ally under observation and are recorded in the routine of school adminis- 
tration. 

To show more clearly the motives and purposes embodied in the 
measures that follow, it will be helpful to review briefly certain features of 
public school administration, approved by long experience, that have high 
value in efficient training. 

In the scholarship branches the practical results of the pupil's activities 
(recitations, drills, tests, examinations, etc.) are recorded day by day and 
these records constitute the basis of official action relative to his progress. 
From them reports are made and sent periodically to parents for their infor- 
mation and cooperation. At the end of the term these records determine the 
important questions of promotion, graduation, etc. It is the use thus made of 
the records that gives them their great value and supplies the compelling 
motive to application and sustained effort. Without such use their value 
would be insignificant. 

Now, although records of conduct, more or less complete, are made in 
the schools, they have scarcely any value as a training agency. As has been 
shown in Chapter V, they serve only the immediate purpose of investigation 
with its resulting punitive action. There is no real training value in this 
procedure that leads the pupil to regard good conduct as a school purpose of 
the highest order, an asset of character to be developed to the utmost. On 
the contrary, it leaves in his mind merely the relationship between fault and 
penalty. He feels that he has paid the price of his misconduct and that the 

26 



DRILL FOR HIGHER GRADES 27 

moral slate can be kept clean at all times by purchase. He feels free to re- 
peat on the same terms. 

The sound and effective methods of training practiced in the scholar- 
ship subjects should be applied in the moral domain of pupil life through 
the medium of the conduct record. The conduct matters to receive atten- 
tion should embrace, in particular, compliance with all regulations for the 
good order and efficiency of the school, efifort to make progress in the course 
of study and endeavor to practice the moral precepts of social life. All sig- 
nificant incidents indicating carelessness, indifference or culpability relative 
to these matters should be recorded and the record put to use in making 
estimate of the pupil's response to training, in determining his title to reward, 
and as furnishing evidence to himself and others of the kind of character 
he is building. 

Another detail of school practice in recording scholarship results is 
the marking system whereby estimates of knowledge, ability and proficiency 
are made by some conventional numerical scale. The familiar percentage 
scale is the one most favored. It affords a convenient and easy way to note 
progress and maintain uniformity in the grading of recitations and written 
work. We have become so expert in the use of such numerical scales that 
we are prone to regard their results as indisputable. A little reflection, how- 
ever, should quickly dispel any delusions we may entertain on this subject. 
Pupils notoriously question their correctness, experts frequently disagree and 
few indeed will maintain that mentality is subject to accurate measurement of 
this kind. Such marks are, in fact, mere estimates, or approximations, that 
we accept and use because of their proved usefulness and value, with full 
knowledge of their uncertainties. 

In a similar manner a conventional number system can be applied to 
the conduct records of pupils by which grades of standing may be quickly 
shown, progress noted and uniformity of action secured. No one, of course, 
will maintain that any such system will provide an accurate measure of 
conduct or of character; but, as in the case of scholarship subjects, it operates 
with substantial justice and facilitates administration. 

That no such numerical scale has come into general use in public schools 
to record estimates of conduct is due to the fact that conduct is not regarded 
as a major factor in the training of pupils. As conduct has no decisive part 
in determining the pupil's right to promotion, or his title to rewards, honors, 
graduation, etc., no need has been felt for bringing it under careful estimate. 
Until this defect is remedied, appreciation of moral character will be lacking 
and the level of good citizenship will decline whatever intellectual attain- 
ments may be reached. 

With reference to our attempted measurements of all such immaterial 
things as scholarship, conduct, intelligence, intellectuality, morality, etc., it 
is important to note that these great fields are continuities of boundless extent, 



28 THE CHARACTER DIPLOMA 

while our measurements, at the very best, can be applied only to a limited 
number of selected items or areas in the respective fields. Not only are these 
scattered measurements subject to error, but the vast areas that remain un- 
measured leave our results open to grave question. The value of such meas- 
ments is to be discerned, not in their accuracy, but in the fact that our desire 
and effort to make appraisement of the qualities in view are indisputable 
testimony to our youth of the importance we attach to their possession. It 
is by such means, notwithstanding their imperfection, that we transmit our 
esteem of these worthy matters to our successors. 

If, then, we wish to realize more substantial results from our public 
schools in the training to good conduct, in the forming of good habits, and 
the development of good character, the conduct records of pupils should be 
used in the same manner as the scholarship records are now used. They 
should be the chief feature in the Report to Parents, and the controlling 
factor in determining the right of pupils to school honors and advancement. 
It is plain that if no conduct records are made, good conduct will neither be 
prized nor improved ; and that if records are made but not applied with their 
natural power as an uplifting force, their value is wasted. 

The following schedule of conduct faults, embracing the usual offences 
and delinquencies of pupils, is offered as a basis upon which practical con- 
duct training may be established. Some offences in their very nature are 
much more serious than others, and the seriousness that naturally attaches to 
a given offence is subject to modification by mitigating circumstances. These 
facts are recognized and dealt with at all times by principals, discipline offi- 
cers and others in determining action upon complaints and reports under 
whatever administrative system they are operating. 

Opposite the itemized faults are numerical estimates of their seriousness 
as compared with each other. Ranges of latitude are indicated in some of 
these estimates to permit the exercise of judgment as occasion may demand. 
The number finally decided upon for a particular act of misconduct may be 
regarded as the measure of its seriousness in terms of an ideal unit common 
to the entire schedule. A schedule of this kind prepared with care promotes 
uniformity, fairness and despatch in determining action. The total of the 
fault units on a pupil's record is directly indicative of his general conduct in 
comparison with others, or as compared with some assumed standard of con- 
duct. A maximum number of fault units may be assigned for a term, or 
other period, as indicating a limit beyond which the pupil's conduct is deemed 
unsatisfactory. When such maximum number has been assigned, the conduct 
record may be expressed in terms of the familiar percentage scale if desired. 

The schedule admits of easy modification. Experience and the good 
judgment of teachers and supervisors would soon beget improvement in all 
matters of detail and there would be rapid approach to standardized practice, 
such as now exists in the treatment of scholarship records. 



drill for higher grades 29 

Serious Offences Involving Moral Turpitude^ Etc. 
Conduct Faults Fault Units 

Absence — Unauthorized absence from school 40-30 

Unauthorized absence from study, recitations, drills, etc 40-20 

Assault — Vicious attack upon another person 40-30 

Conduct — Scandalous or indecent conduct. . .i 40-30 

Disobedience — Deliberate and wilful disobedience of directions given 

by proper authority 40 

Refusal to comply with directions given by proper authority. ... 40 

Unwillingness to comply with rules of the school 40-20 

Duty — Gross neglect of duty, habitual failure to prepare lessons. ... 40 

Neglect of duty, lesson unprepared 40-20 

Neglect of duty, failure to bring required papers or work to reci- 
tation 40-10 

Neglect of duty, reading irrelevant books, papers, etc., or other- 
wise improperly using the time in study or recitation period 40-20 

Falsehood — (Any form or degree) 40-30 

Fraud — Giving aid to, or receiving aid from, another pupil during reci- 
tation, test, or examination, or attempting to give or re- 
ceive such aid 40 

Contributing in any way to false roll call 40 

Using book, printed or written matter, or any other illicit aid 

during recitation, test or examination 40 

(Fraudulent conduct of any other kind) 40-20 

Gambling — (Any form of) 40-20 

Obscenity — (Any form of) 40-20 

Profanity (Any form of) 40-20 

Theft— (Any form of) 40 

Other Offences 

Conduct Faults Fault Units 

Carelessness — Carelessness in preparing written work of tests, exami- 
nations, etc. Each particular 2 

Carelessness in leaving money or valuables exposed on desk or 

elsewhere 8 

Carelessness in leaving unlocked the door of a room, a locker, 

wardrobe, drawer, etc., that is habitually secured with a key 8 

(Carelessness of any kind likely to occasion trouble) 8-4 



30 THE CHARACTER DIPLOMA 

Conduct Faults Fault Units 
Conduct — Disorderly conduct of any kind detrimental to the purposes 

and reputation of the school 20- 8 

Examples: Rough crowding anywhere in school building 12 

Boisterous behavior in school building 12 

Throwing food in lunch room or elsewhere 20 

Littering floor of lunch room or other room 15 

Throwing paper or other matter from window 15 

Whistling in school building, etc 8 

Disrespect — Gross disrespect to a teacher or other school official .... 40-30 
Disrespectful conduct in language or deportment toward any one 

in authority or to a visitor, etc 40-20 

Duty — Slighting duty; inattention at recitation, lecture, study period, 

drill or other school exercise 30-12 

Inattention or carelessness in performing assigned duties, messen- 
ger service, etc 30- 8 

Fighting — Fighting with another pupil 30- 8 

Lateness — Late arriving at school 10-6 

Late at recitation, drill or any other school exercise 10-6 

Late in handing in official reports, statements, etc 20- 6 

Late in returning to the school Reports to Parents, etc 20- 6 

Loitering — Loitering in any part of school building during active 

periods 30- 6 

Provocation — Using provoking or threatening words or menaces to- 
ward any one exercising official authority or toward another 

pupil 30-10 

Public Property — Injury to, or destruction of, public property, such 
as breaking windows, instruments, apparatus, lunch room 
equipment, furniture, etc. 

If through carelessness 10 

If wilful 30-10 

Mutilation or defacement of works of art, mural decorations, 
walls or other surfaces of public buildings — 

If through carelessness 10 

If wilful 30-10 

Injury to, or destruction of, books by carelessness or by inconsid- 
erate abuse 20- 4 

Defacement of books by unauthorized notes, markings, etc 20- 4 

Shirking — Shirking at any drill, exercise or duty 20-10 

Slowness — Slow or reluctant in carrying out directions 10-6 

Statements — Making evasive, equivocating or prevaricating statement, 

etc 30-10 

Making frivolous excuse or statement 12- 6 



DRILL FOR HIGHER GRADES 31 

Conduct Faults , Fault Units 

Talking — Talking when or where prohibited, as in study or recitation 
room, assembly, laboratory, library, formations, passing 

through corridors, etc 20- 6 

Untidiness — Contents of desk, locker or other receptacle in disorder 12-6 
Scraps of paper, fragments of luncheon, rubbish, trash or litter 

of any kind in desk, locker or closet, etc 12-6 

Littering floor with paper, pencil shavings or other trash 12-4 

The following table of fault units assigned to the successive school years, 
beginning with the fifth, indicates limits beyond which the conduct of a 
pupil for the designated year is deemed unsatisfactory: 

Limiting Number 
of 
School Year Fault Units 

5th 250 

6th 220 

f7th 200 

Junior High School ^ 8th 180 

t9th 160 

flOth 140 

Senior High School ] 1 1th 120 

[12th 100 

When records are made up by terms instead of by years, the above num- 
bers should be halved or equitably proportioned for the respective terms. 

When the number of fault units received by a pupil for a year (or term) 
is in excess of the limit set for such period, he is judged deficient in conduct 
and will not be advanced in conduct grade. Such deficiency will stand 
against him until it shall have been made good in succeeding years (or terms). 
Good records may thus be used to cover past deficiencies by consolidation of 
the records, but they may not be used to cover deficiencies of succeeding terms. 
When by such consolidation or otherwise the entire conduct record is sat- 
isfactory at the end of a school year (or term), the record for such entire 
period is closed. Benefits from this period must not be carried forward to 
offset future deficiencies. 

At the end of any recognized school course (such as that of the grammar 
school, the junior high school, etc.), when it is customary to award diplomas, 
honors and certificates, any pupil who remains, or is found, deficient in con- 
duct in the final year of such course is disqualified for receiving the school 
diploma which, first of all, is a character testimonial. 



CHAPTER VIII. 

Procedure and Comment Relative to Conduct Records 

TT cannot be too strongly emphasized that fault units are not assigned as 
penalties or punishment for wrong conduct. Their only purpose is to 
supply a convenient means of recording misconduct, estimating its gravity 
and indicating the pupil's attitude toward his obligations as a member of soci- 
ety. They are a mere translation of the moral import embodied in English 
statement to a simple and convenient number scale. Punitive action relative 
to a report does not affect the record of fault units. 

Inasmuch as the pupil is the maker of his own conduct record, and fault 
units are not assigned as punishment, there should be no hesitation on the part 
of teachers and other school authorities in making immediate report of of- 
fences coming under their notice. Such prompt action is highly advantageous 
in reference to minor offences for which effective correction is often found dif- 
ficult. Admonition, warning and reproach are usually ineffective and they 
even lead the pupil to the false conception that the teacher shares largely with 
him the responsibility for his misconduct. This false conception is sometimes 
encouraged unwittingly by the attitude of principals and supervisors who ex- 
pect teachers to control turbulent youngsters by some mysterious power of 
personality when words prove unavailing. "Action speaks louder than words," 
and by the silent disapproval involved in the routine report and the cumula- 
tive evidence of bad record, the pupil is brought to a realization of his error. 
By careful attention to minor faults many major ones will be avoided. 

Repetition of offences indicating defiance or indifference should be prompt- 
ly met by an increase or doubling up of the number of fault units assigned. 
This has special application to the minor offences. In these cases the gravity 
of the offence lies, not in the act itself, but in the more serious character 
indication behind it. 

Serious offences of an exceptional nature, indicating moral turpitude 
or hardened contempt for authority may, in the discretion of the principal, 
subject the pupil at any time to be declared deficient in conduct and to answer 
before superior educational authorities. 

When the official who makes report has reason to believe that a wrongful 
act {e. g.j injury to public property) was committed maliciously or wilfully, 
such characterization should be made in the report. In other cases it is suf- 
ficient to merely report facts, leaving for the investigation to determine the 
nature of contributing causes, whether through wilfulness, negligence, acci- 
dent, etc. 

When a pupil's misconduct is made the subject of report, he should be 
informed of the fact at the time the offence is committeed, and the nature of 

32 



PROCEDURE RELATIVE TO CONDUCT RECORDS 33 

the misconduct should be made known to him. This may usually be done in 
a dignified manner in the presence of other pupils. 

The periodical Report to Parents should show the total number of fault 
units on the pupil's record from the beginning of the year (or term). The 
limiting number of fault units for the year should also be shown, and, in 
case of serious bad conduct or of conduct approaching deficiency, appropriate 
comment should be made. 

Nothing in the methods here advocated is intended to restrict in any way 
the right or duty of the principal to assign such legal punishments, penalties, 
restrictions, etc., for offences as he may deem necessary to the maintenance 
of high standards of order and efficiency. On the contrary, it is strongly urged 
that pupils of low or unsatisfactory conduct grade be restrained from partici- 
pating in public school events, from holding school or class office and from 
taking part in any formal meeting where the repute and honor of the school 
are open to public view. 

It is recommended that pupils of the fourth year have their conduct 
supervised and the total of their fault units recorded the same as provided for 
pupils in the succeeding years. The total number of fault units should ap- 
pear on the Report to Parents. No further action, however, is contemplated 
in regard to this record. The purpose is to provide the pupil with an experi- 
mental period in preparation for his responsibilities in the following years. 

Reports should be in writing, and should be filed as part of the pupil's 
school record. If circumstances justify a verbal report at any time, it should 
be promptly confirmed in writing. The method and form of making Report 
to Principal in common use in high schools seem entirely adequate to the 
purpose. Such report is usually made on a filing card and contains the requi- 
site particulars for investigating and determining the gravity of the case. 

The principal, or person designated by him, should act upon these re- 
ports without delay, clearing the records each day if possible. The number 
of fault units assigned for an offence should be recorded on the report card. 

The light of publicity is a potent agency in the promotion of good morals. 
To secure its advantages the report cards should be arranged by school offi- 
cial classes either as they come into the principal's office or immediately after 
the cases are disposed of. Daily transcripts from the cards, covering the 
record for each class should then be made and sent to the respective class 
teachers for posting. 

The class transcript should give the name, the offence and the action 
taken (number of fault units assigned, or explanation of pupil accepted) in 
the case of each pupil of the class who was reported on the day indicated. 
Posting of the transcripts should follow as closely as possible after the action 
has been taken. Such publicity is at once a deterrent to wrongdoers and a 
constant reminder to all of the value of good conduct. 

The suggestion is sometimes advanced that incentive to moral conduct 



34 THE CHARACTER DIPLOMA 

would be stronger under a system by which pupils would be awarded direct 
credit for good conduct, for worthy acts of social service, for exceptional mani- 
festation of good character, etc. Plausible as such a scheme might appear 
at first view, closer study will reveal inherent difficulties that compel its 
rejection. 

Such method would involve the task of estimating the moral worth of 
individual acts widely diverse as to kind and almost limitless in number. It 
would be practically impossible to foresee them all and embody them in a 
working schedule. Rivalries, jealousies and dissatisfaction would ensue and 
pupils would be tempted to seek unusual and remote opportunities for gaining 
credits. 

The moral worth of a good action cannot be safely measured by its 
seeming magnitude. Real motive is not always in evidence. Self-sacrifice or 
effort is not always known. No more powerful inducement, no greater en- 
couragement to moral character, can be presented to pupils than the assurance 
that their conduct is always assumed to be good until by their own action the 
assumption is destroyed. Even then, they should understand that we desire 
to view their misconduct as an exceptional and unfortunate lapse from the 
high standard that all should maintain. (See also Chapter V on this topic.) 

A pupil who will not, or who cannot, avoid wrong-doing is not pro- 
gressing morally. One who does avoid wrong-doing is so progressing. He 
progresses by the moral decisions he makes, or, if former decisions have already 
led to habit, by fortifying his good habit. There is little room for middle 
ground in morality. If conduct is not wrong we may for all practical ends 
assume it to be right. In social practice good character is assumed until it 
is negatived by evident, well recognized faults. 

The change of practice herein advocated, whereby graduating diplomas 
would be unqualified testimonials of character and efiFort, bearing the promise 
of good citizenship, is one that educators sometimes seem reluctant to adopt. 
This is partly explained by natural unwillingness to abandon a practice upon 
which long usage and familiarity have seemingly spoken the final word. But 
there is more to say. Character demands to be heard. Public schools, in the 
minds of their administrators and of the public, no longer fill the mere inci- 
dental and auxiliary role of conferring the fundamentals of scholarship. They 
are the recognized chief agency in bringing up the children of the nation. 
They have practically accepted the task of converting the raw material of 
youth into the finished product of American manhood and womanhood. The 
home and the church have forfeited leadership and become contributing 
adjuncts only. 

The schools have willingly entered the enlarged field of service that 
comprises unlimited details relative to the pupils' welfare. Deformities are 
corrected; teeth, tonsils, lungs and heart are carefully looked after; whole- 
some, nourishing food is supplied and clothing provided when the need is 



PROCEDURE RELATIVE TO CONDUCT RECORDS 35 

apparent. Schools often furnish financial aid to assist worthy pupils to com- 
plete their education. They devise means to encourage economy and thrift 
and they assist pupils to obtain employment. In such undisputed sphere of 
primacy in equipping and fortifying our children for life the schools can no 
longer omit character from the program ; and there is no place for character 
but the place of honor. That is its rightful place in all education, and its 
very nature forbids it to accept any other. 

Apprehension is sometimes expressed that scholarship would suffer if the 
quality of the graduating diploma should be thus changed. To this it may 
be replied that it is unreasonable to believe that, when effort is stimulated, 
good conduct rewarded and good order improved, scholarship results will 
be impaired. It is unreasonable to believe that the superstructure of scholar- 
ship can be weakened by placing it upon firm foundation. The facts of 
actual experience show that in institutions where good conduct is made the 
basic requirement, the special aims are more easily realized. Even without 
these supporting reasons it yet remains true that impaired scholarship is a 
far less evil than impaired morals and neglected character. 

The establishment of the character diploma is the pivotal feature of the 
training herein proposed. Any attempt to secure the conduct benefits set 
forth, while still retaining the scholarship diploma, involves a fatal self-con- 
tradiction that renders it futile. If the Pretender is upheld, the deposed 
Sovereign is powerless. Such attempt would merely confirm the conditions 
already existing. 

The following forms for character diplomas are offered merely as illus- 
trative of the ideas to be conveyed by such testimonials. Both form and 
phraseology may be readily modified without affecting the essential purpose of 
the documents. 

(For Elementary Schools) 

THE DEPARTMENT OF EDUCATION 
of 



Confers upon A B this 

Char.^cter Diploma 
in recognition of his (her) Earnest Endeavor and consistent Good Conduct in 
the pursuance of scholarship tasks and in meeting the obligations of school life, 
during eight years of training in the Elementary Schools. 

In Testimony Whereof we have affixed our signatures hereto this 
dav of 19... 



etc. , T etc. 

[seal] 



36 THE CHARACTER DIPLOMA 

(For High Schools) 

THE DEPARTMENT OF EDUCATION 

of 



During years of training in the High School 

A B 

has made Earnest Endeavor in pursuance of his (her) scholarship tasks, 
manifested consistent Good Conduct in meeting the obligations of school life 
and shown an Appreciation of Moral Standards that gives promise of Good 
Citizenship. 

In recognition and testimony whereof the Department of Education of 

the confers upon him (her) this Character 

Diploma and commends him (her) to the Citizens of 

as one worthy of confidence and deserving of their esteem. 

Given in the 

this day of 19 

etc. etc. 

[seal] 



CHAPTER IX. 

Advantages of the Proposed Methods 

1. A character diploma based on the conduct record fixes the attention of 
parents, teachers and pupils upon the supreme import of moral conduct in all 
human relations. Community life that recognizes this supremacy is estab- 
lished on the surest foundation. In the last analysis this is the basis of all 
free governments. Recognition of moral responsibility is antecedent to any 
faith in charters, declarations or constitutions; and it can be kept alive only 
by indoctrinating the children and youth of successive generations. Under the 
wholesome influence of this conception, culture, wealth, intellectuality, sci- 
ence, etc., find their appropriate and subordinate domains, self-control is 
developed and good citizenship promoted. 

2. When parents realize that the aim of the school is to develop good 
character and that the success of their children is dependent, first of all, upon 
their conduct in manifestation of the time-honored virtues, they will cooperate 
spontaneously and effectively. Discipline in the home will be revived and 
will strongly reinforce that of the school. Unfavorable school reports on the 
basis of conduct, indicating possible failure to gain the character diploma, 
would release invigorating measures in the home that are too often dormant, 
and that are not elsewhere available. When success is dependent upon 
scholarship, the home is usually incompetent to give direct aid, and cooperation 
is weak and spiritless. 

3. Improved scholarship results will quickly follow. The basic conditions 
of efficiency in group operations are good order and willing compliance with 
authorized plans. These benefits are realized in our National Academies and 
other national institutions of training. Under the proposed methods neglect 
of study and failure to make effort, entail immediate and progressive injury 
to the pupil's record. This obvious injury furnishes to the careless and indiffer- 
ent pupil motive for application to his tasks that he would otherwise not have. 
Improved discipline and order contribute directly to contagious study-room 
spirit, and thereby to higher levels of scholarship, 

4. Sound Americanism is developed. Stripped of all that is merely spec- 
tacular and bombastic, Americanism is the national exemplification of the 
basic virtues. These are its spiritual springs. Americanism, as expressed by 
the lives of our Immortals, is radiant with the love for truth and justice. 
These were the altars at which they worshipped and made continual sacrifice; 
and their great achievements were wrought by the spontaneous and irrepressi- 
ble overflow of their love for these virtues. 

Government of any kind from despotism to the most liberal democracy 
may be regarded as a combination of law making and law observance. Of 

37 



38 THE CHARACTER DIPLOMA 

these two components willing observance of laws, particularly in a republic, 
is a more vital matter and one far more difficult to obtain than the making 
of laws, which is a comparatively simple task. The practice of law observance, 
encouraged to the utmost by our methods of training, will lead directly to 
sound Americanism and strengthen the State by increased devotion to its 
institutions, 

5. The true purpose of public schools is kept distinctly in view by the 
measures herein advocated. These schools are established for the general 
welfare, looking to good citizenship through training of the young. They 
are maintained primarily for the strength and safety of the State. It is the 
duty of the pupil to qualify himself in the highest degree for his responsibilities 
and service to society. Our National Academies are maintained by funds 
from the national treasury. A Midshipman or Cadet who neglects his study, 
who fails to realize his duty to develop good character and equip himself for 
service, is quickly brought to task. Our public schools are likewise main- 
tained by public funds. The burden of taxation weighs heavily. Is the public 
school pupil, — the future citizen, — under any less obligation to fit himself 
for his country's service and defense than those who specialize in military 
matters? Is it not a fact that the basic qualifications of good citizenship for 
the duties of peace are as potent and necessary for national endurance as are 
the qualifications for war? If so, then our youth should be led to realize 
these facts. Duty and effort should be encouraged and their neglect should 
find no reward. 

Public schools are not mere benevolent institutions wherein boys and 
girls are given opportunity to equip themselves for individual advantage and 
profit in life's contests. It is true, and fortunately true, that in doing his 
duty to the State the pupil also, in large measure, serves himself. But this is 
incidental only. The schools exist for public uplift and in their administra- 
tion and operation duty, not privilege, is the supreme call to pupils no less 
than to teachers. 

The familiar statement that our children during their school years are 
"preparing for life," is one of those half truths that often ensnare us into 
error. When this statement is accepted as a suificient whole, with its limita- 
tions undisclosed, the erroneous inference that responsible life begins only 
after leaving school easily follows. The omitted facts that children are actu- 
ally in life during their school years and that they have duties within the 
range of their capacity that they cannot safely evade, are certainly not the 
less important part of the whole truth. Preparation for future duties is 
involved of course; but the best preparation for all future duties is the dili- 
gent performance of present ones. Pupils should be held to the fundamental 
duties of life by knowledge that failure to make effort for character and 
learning marks them unsatisfactory and unworthy of high esteem. 



ADVANTAGES OF THE PROPOSED METHODS 39 

6. The true basis of military efficiency is laid. Contrary to popular belief 
the value and benefit of military training are found not so much in the techni- 
cal drills, manual of arms, marching, maneuvering, etc., as in the life and 
discipline of the camp. Technical drills develop skill but they contribute only 
incidentally to soldierly character. No amount of such drill can ever make a 
good soldier out of a bad man. The virtues of truthfulness, loyalty, relia- 
bility, unselfishness, etc., so essential to social life in general, are doubly neces- 
sary in camp and on shipboard where crowded conditions prevail. The habit 
of willing compliance with the rules and regulations of camp and ship life, 
established for no other purpose than the common good, is indispensable to 
military efficiency. 

Military training for all the young men of the nation is often strongly 
urged as necessary to our defense. It is the technical training with weapons 
that is thus contemplated. Desirable as such training may be, the basic train- 
ing of the man himself is the more important. Technical skill presents no serious 
problem. Character, however, is a matter of time and of habits. The recruit 
who comes with fundamental soldierly qualities and no technical skill is a 
more advanced soldier than one with technical skill but of undeveloped char- 
acter. Thus by the school training here advocated the basis of military 
character and efficiency is incidentally laid without the use of gun or uniform. 

7. A close relationship between religion and morality is commonly 
recognized. Religious belief contributes directly to morality in our conduct 
toward each other; and, reciprocally, good moral habits naturally predispose 
the mind to ready acceptance of a religious faith. Direct moral training in 
our schools would thus enrich the religious life of the community. It would 
antagonize no religious groups, and its benefits would be distributed impar- 
tially among them. 

8. The school records would give early indication of those whose con- 
duct would justify special watchfulness. The public discredit attached to 
unsatisfactory conduct, or to failure to receive the character diploma, would 
constitute a stronger motive to effort and success than does the discredit that 
pertains to a scholarship failure. An unsuccessful pupil in scholarship can 
always claim, and sometimes truly, that his failure was due to inability and 
not to lack of effort or willingness. Such claim cannot reasonably be made 
regarding conduct failure. 

The bad conduct and vicious habits of children on the street often go 
unchecked because of no practical restraining measures that can be con- 
veniently applied. They feel safe from supervision and correction outside of 
school hours. Police authorities and citizens generally are reluctant to make 
arrests except in extreme cases. Unchecked habits as to minor offences soon 
develop into gangster vices characterized by recklessness and defiance. 

To meet this condition the suggestion is offered that the conduct records 



40 THE CHARACTER DIPLOMA 

of the school be open to the entry of serious offences wherever committed. 
The schools are the recognized headquarters for character and citizenship 
training. Reports of such offences committed outside of school should, of 
course, be fully authenticated by police authorities or credible witnesses. 
Treatment of these faults in the same manner as if they were committed in 
school would seem to be a natural corrective measure. 

9. Scout training, valuable as it may be, is not as efficacious for charac- 
ter building as the school training here proposed. Scout activities are largely 
for recreation; the duties are of a fictitious nature and they are practiced by 
the comparatively few who volunteer for membership. On the other hand, 
the many duties of school life are real, the pupil is under moral obligation to 
fulfil them, and under compulsory education, none can evade the training. 

10. "Discipline," in the narrow sense as the mere maintenance of good 
order in the conduct of school activities, practically disappears as a "problem" 
by the methods advocated. "Discipline," the problem, solves itself automati- 
cally by merger in the superior educational discipline that signifies training. 
When conduct is established as the supreme matter in the administration of 
the schools, the pupil's attitude toward it becomes serious. Disturbing antics 
and the testing out and baiting of teachers lose their heroic interest and are 
found to be costly diversions. The method will prove helpful to teachers 
who are recognized as excellent instructors but who are not rated high as 
disciplinarians. 

11. Destructive radicalism tending toward violence and anarchy is cor- 
rected more effectively by habits engendered from actual compliance with law 
and order than by written or oral instruction of any kind. There are no more 
loyal supporters of social order than the groups accustomed to rigid discip- 
line. Our city police force, firemen, postmen, State and National military 
forces, are outstanding illustrations. However carefully children may be 
instructed by word if their wayward conduct is unchecked they gravitate to 
the ways of violence and crime. 

12. The conduct course in the High School would constitute a most 
desirable preparation for the enlarged freedom of college life. The practise 
of self-control and the making of moral decisions in behalf of right during the 
school years would strengthen character and furnish moral equipment that 
would contribute strong uplift in maintaining the student life of the colleges 
on a high plane. 

13. The character diploma earned by faithful effort and self-control has 
significant value for business and social purposes far beyond that of the 
scholarship diploma. It is, in itself, a testimonial of the highest order and 
needs no character backing by individual personal certificates so often asked 
for. 



ADVANTAGES OF THE PROPOSED METHODS 41 

14. Making conduct the basis of school life, motive, effort, character 
appraisal and reward, entails no significant change in any course of study 
or training. It conflicts in no way with special methods or devices that have 
moral character for their aim. 

15. The adoption of conduct training as herein proposed involves no 
significant expense. 

Attempts of whatever kind to administer character education as some- 
thing merely adjunctive or incidental to scholarship will be futile. Char- 
acter is fundamental. Other things may be based upon it; but when super- 
structure is used for foundation, the "workmen labor in vain." 



CHAPTER X. 

Exaltation of Scholarship Over Character a Serious Defect in 
Public School Administration 

THE chief defect in public school education is the failure to impress upon 
children and youth the supreme importance of moral character as the 
foundation of individual and social welfare. So long has the scholarship aim 
of the schools dominated their activities that the national mind has become 
charged with grave error, and we are persuading ourselves to build for social 
happiness upon the treacherous basis of intellectuality instead of founding our 
structure upon time-proved moral character. Scholarship and intellectuality, 
to whatever extent pursued, have but little, if any, power in themselves to 
harmonize and regulate social life. Men of trained intellect fall into error 
and oppose each other on serious issues as readily as do those less favored. 
Whether the controversy is between giants or pygmies, truth remains undis- 
closed until reduced from the ores of uncertainty in the crucible of actual 
experience. It is only upon the time-honored moral foundations that we find 
the common meeting place of hearts and minds. Here, and here only, we 
may hope to harmonize our lives by embracing those precepts of conduct whose 
truth and virtue are attested from age to age. 

Because of our incomplete methods of conduct training, the lack of 
inducement offered for self-control of conduct, and by the meanings we give 
to the words success and failure as applied to school results, pupils cannot 
fail to hold scholarship as the most important equipment for life. While 
they are rarely taught this error by open words, they are taught it, and the 
impression is deeply made, by the deeds and practices of the school system. 
Until moral character is honored in fact by school practice as superior to 
every other endowment or acquirement, national training will fall short of 
its highest purpose. 

There is little room for controversy over the statement that character 
is the preeminent aim of education. It is here contended, however, that what- 
ever may be the worthy motives and purposes of our educational leaders the 
practical operation of our public school system obscures and defeats the true 
aim, and leaves in the minds of pupils the false belief that scholarship 
and intellectuality are the real prizes of life, — the coveted keys of worldly 
success, honor and happiness. Indoctrinated with this belief through school 
experience, they pass on to parenthood and contribute to the new generation 
the added influence of the home in perpetuation of the error. 

The sources of this error and its contributing causes have been consid- 
ered in Chapter III. and their review is here unnecessary. But it is pertinent 
to say that the almost unnoticed growth of the fault and the long period 
through which it has been operative, add to the difficulty of reformation. 

42 



ERROR OF PLACING SCHOLARSHIP OVER CHARACTER 43 

Educators and parents alike, familiar from childhood with the existing sys- 
tem, products of its methods, and taught to believe in its superior excellence, 
are naturally skeptical as to the need of change. But readjustment is abso- 
lutely necessary if the essential aim of education is to be realized. 

Many educators, however, dispute the need of any such readjustment 
and assert that moral character is, in fact, the supreme aim of the system 
notwithstanding the manifest effort and pressure applied directly to the de- 
velopment of scholarship. It is contended that good character silently takes 
form and shape through the instrumentality of the scholarship course, and 
that its mysterious substance is too elusive to be grasped by direct approach. 
Other similar contentions in behalf of the existing method, when examined, 
are found at times to be contradictory to each other, or to involve excuses 
rather than reasons for the omission of direct, intensive, character training 
from the school program. 

When we consider the wonderful achievements wrought by man, the 
results of unyielding effort applied directly to the solution of intellectual and 
material problems in every field of endeavor, — very miracles of accomplish- 
ment in these later days, — w^e are reluctant indeed to believe that the training 
of children to good character is a problem of such hopeless mystery that we 
must trust the outcome to the undirected influences that accompany effort 
along other lines. Our reluctance is further confirmed when we reflect that 
in the animal world the capacity of the mature individuals to train their 
young to advantageous and safe habits of life is natural and almost universal. 

We cannot, therefore, assent to the claim made in behalf of our schools 
as now^ conducted, that character is, in effect, their chief aim, without a 
closer examination of their methods and operation. As a part of such ex- 
amination, we will also endeavor to discover the nature of the deep impress 
that school experience, as a whole, makes upon the mind of the pupils. 

Slowly, but none the less surely, from the first school day, this impress 
acquires permanency and becomes the background of the mental picture across 
which pass the varied and more transient incidents of daily school life. It is 
what ultimately settles in the mind of the pupil that counts; and in this 
residual, visualized experience he ever after interprets for himself the ideals, 
purposes and results of the school system. His interpretation may be faulty 
as to the ideals and purposes in the mind of those who administer the system, 
but it is unerringly true from the standpoint of actual results effected in his 
own mind. Archers do not always hit the target at which they aim. The 
heart desire of the teacher may fail of expression through multiplicity of rou- 
tine duties, or because of prescribed lines of effort that must be followed to 
maintain professional standing and qualify for advancement. Without care- 
ful prevision the administration of any large system tends to machine-like 
formality and may be dehumanized to a state of moral incapacity. 

In any attempt then to ascertain the nature of the real impress made 



44 THE CHARACTER DIPLOMA 

upon its wards by the public school, as regards the relative valuations set 
upon character and scholarship, we cannot safely limit consideration to the 
high ideals that may be in the mind of teachers, nor yet to the recognized 
merits of any system dependent upon fallible human agency for its operation. 
We must examine the mental atmosphere created by school life. We must 
look at the actual processes of the system, to the tangible and spiritual incen- 
tives that motivate both teachers and pupils, and to the ideals toward which 
pupils are attracted or urged. Moreover, in such survey we must recognize 
the controlling power of deeds over words, of practice over precept and of 
performance over promise, as they mark out initial footpaths in the young 
mind which by repeated use, become, later, the beaten highways of thought, 
desire and purpose. 

With the preceding suggestions in mind, let us briefly review some of 
the characteristic and basic features of the public school system as evidenced 
by the facts of actual structure and operation. It is systematically graded 
from kindergarten to university with courses of study adapted to the succes- 
sive school years. High school scholarship courses are planned to meet col- 
lege entrance requirements and to this end close relationship is maintained 
with the private colleges through educational associations representative of 
both interests. This bond of unity between the public schools and private 
institutions is further strengthened by reciprocal benefits that are not wholly 
altruistic. Public high schools make vast contribution to the student enroll- 
ment of the colleges, and the colleges, in turn, furnish opportunity for ad- 
vancement and place to capable and ambitious leaders in the school system. 

To accomplish the high school course in the allotted time, it is necessary 
that pupils enter these schools with definite minimum requirements of prepara- 
tion. This means that the elementary schools have a definite scholarship goal 
for their graduating classes to reach, and this goal must be attained by pre- 
determined yearly advances from the lowest grade. The experience of teach- 
ers in both the elementary and high schools furnishes abundant evidence of 
the great effort required to accomplish their tasks. As thus far outlined, 
there is little or no cause for dissatisfaction. Scholarship is an important 
school purpose, standards are necessary, and effort of both teachers and pupils 
is desirable and expected. 

At this point, however, we note the omission in the school programs of 
any definite authorized requirements for the building of moral character. 
The system is specifically designed to register scholarship, and if this purpose 
is accompanied by any moral results they must be welcomed as fortuitous by- 
products. Also we may note that with the best efforts, only a small per- 
centage of elementary pupils enter high school, and of these only about twenty 
per cent continue on to graduation. The vast majority leave the system at 
various stages to take up the activities and burdens of serious life in a world 
wherein moral character offers the only hope of peace and progress. While 



ERROR OF PLACING SCHOLARSHIP OVER CHARACTER 45 

Stupendous effort is thus manifest in an endeavor that qualifies a compara- 
tively few for college, we fail to discern any similar effort to qualify the vast 
number for entrance into the exacting university of life with its inescapable 
moral curriculum. 

Looking next at the selection and composition of the teaching force, we 
observe that it is recruited chiefly from training schools and colleges. The 
main qualifications are scholarship equipment, knowledge of the principles and 
practice of teaching, and good moral character. Possession of the necessary 
qualifications is ascertained by examinations, certified records of service, col- 
lege and training school degrees, etc. As direct moral training is not listed 
as an item in public school courses, it is not surprising that special preparation 
for administering it is deemed unnecessary^ The subject is given little or no 
attention in examinations for teachers and in training school courses. While 
theoretically holding to the proposition that good character is the chief edu- 
cational aim, the administrators of the system evidently believe that there is 
no knowledge of any value that bears on the direct process of reaching the 
aim; or that, if such knowledge exists, all teachers are naturally and suffi- 
ciently endowed with it. No such optimistic belief is held, however, regard- 
ing the scholarship aim, as to which the highest standards of professional 
qualification are demanded. 

In the same line of vision, we may next observe the direction of effort 
and kind of results that gain approval and advancement for teachers after 
appointment. The view is clear and the visual reaction unmistakable. As 
the daily and monthly results of teaching effort are brought in for appraisal, 
it is evident that scholarship is the cherished product. Other results and 
gleanings may have some recognized value, far removed, however, from com- 
petitive significance. The professional atmosphere of school life is charged 
with hopes and apprehensions relative to scholarship percentages. Individual 
recitations, drill papers and examinations are measured and recorded by a 
percentage scale, and from them are compiled scholarship results for classes, 
schools, districts and states. These percentages are the ever recurring topic 
of conversation among teachers and of formal discussion in official confer- 
ences. The emotional interest they incite is manifest, according to circum- 
stances, between such opposite moods as elation and depression, sympathy and 
envy, congratulation and condolence. 

The cause of these manifestations is obvious in the fact that, in large 
measure, scholarship percentages are the basis of rewards, advancement and 
professional repute for the entire personnel of the system. Superintendents 
have a personal interest in their district percentages. Principals are rated 
by their school percentages, and teachers by the percentages shown by their 
classes. Such powerful pressure for scholarship results, thus transmitted 
throughout the system, cumulative at every link in the chain of supervision, 
is unquestionably adapted to obtain the maximum production. But incentive 



46 THE CHARACTER DIPLOMA 

to any purposive effort toward character development is strangely missing. 
Teachers frequently shed tears, principals show anger, superintendents become 
vexed and college faculties are disappointed when classes or schools fail to 
reach some set scholarship grade. But any such manifestations regarding 
character results are yet to be reported. If these vitally important character 
results are satisfactory, why the tears when joy should rule? If character 
results are not satisfactory there is, indeed, real cause for grief; responsi- 
bility should be fixed and remedy found. 

Although conclusion as to the matter under discussion seems beyond need 
of further strengthening, it is immediately confirmed when we pass to con- 
sideration of the incentives offered to pupils. If good advice, persuasion and 
occasional punishment were adequate to impress the pupil with the value of 
moral character and lead him to make it his chief acquisition, there would be 
some reason for encouragement. But even the little help that such weak agen- 
cies afford is further reduced by the overwhelming pressure for scholarship. 
While effort to build character ends in words, scholarship effort is energized by 
rewards of surpassing potency. Public approbation, promotion and graduation 
are based upon success in this effort. The highest prize of the public school 
course, the graduation diploma, is, essentially, a scholarship trophy. 

If a pupil of doubtful character, whose conduct record is unpraiseworthy, 
obtains the required scholarship percentage, he is accepted for graduation 
honors, receives public applause, is rewarded with the diploma and acclaimed 
a "success." He has contributed to the result in which officials of the system 
also find their reward. A pupil of good character and irreproachable conduct 
record who does not obtain the required scholarship percentage, receives no 
diploma, and is pityingly, sometimes contemptuously, characterized as a "fail- 
ure." He has reduced the averages upon which judgments of teacher and 
school are based. Such pupil may have possessed sound mentality, but have 
been slow or backward in reasoning processes, or lacked gift of accurate ex- 
pression. He may have been handicapped by hereditary antecedents or home 
conditions. Many such "failures" in their later years have made valuable 
contribution to the arts and sciences and to improvement in modes of living. 
Thus boys and girls possessing desirable qualities for citizenship and parent- 
hood are subject to the depressing judgment of "failure," pronounced by the 
school system, before beginning life's serious work. 

What avails us to laud the golden wealth of character when its attain- 
ment is disregarded and we bestow our rewards upon the inferior ores of 
scholarship. 

An elaborate system of measuring scholarship results has been devised, 
and certain minimum requirements of time and results must be met by pupils 
in evidence of satisfactory scholarship training. The character results of 
school life, however, yet go unmeasured, and no serious effort is made to 
devise methods of measurement or to adoot standards. Moreover there is no 



ERROR OF PLACING SCHOLARSHIP OVER CHARACTER 47 

m^ ■ ■ , ■ ■ ■ , ,.,.,... , _ 

minimum time requirement to which the pupil is subject in regard to the 
all-important matter of character training. If he can complete his scholar- 
ship work in half of the usual time, he escapes half the course in character 
training though he may need it badly. It is difficult indeed to reconcile such 
conditions with the assertion that character is the real aim of school effort. 
The more logical conclusion, drawn from school practice, would designate it 
as an attribute or dependency of scholarship. 

In school and department conferences and in faculty meetings, there is 
abundant discussion of methods and devices for improving the teaching of 
scholarship subjects. Motive for improvement in scholarship work is never 
lacking, and any contribution that promises to raise class or school averages 
by even fractional increments is welcomed for discussion and put to experi- 
ment. Principals and supervisors never cease to urge progress along this line. 
On the other hand, how little time in these conferences is devoted to serious 
discussion of methods of character training! 

A characteristic incident illustrative of the attitude of our public schools 
toward character development occurred a few years ago in one of the best 
high schools in the Middle States, noted both for the high order of its 
scholarship work and its discipline. After the school had been in operation 
a number of years an honor society of pupils was organized under the super- 
vision of the faculty, with membership based in part upon noteworthy good 
character. In the course of time, it was thought desirable to have honorary 
members chosen from the classes antedating the formation of the society, so 
that the rolls might embrace representation of every class in the history of 
the institution. When the school records were reviewed to ascertain the 
names of those who were eligible for choice, there was no difficulty in deter- 
mining scholarship qualifications running back through all the classes. Rat- 
ings for the year, for the month, for examinations, tests, and sometimes for 
daily recitations were readily available. But for character qualification only 
fragmentary and incidental knowledge was revealed by the records. Appeal 
was made to teachers for memory data to fill out, as best they could, the 
desired list, and comment was freely made as to the faintness of character 
impress made upon their minds by many of their former pupils, and satisfac- 
tory selection was difficult. 

If the foregoing statements are not in gross and palpable error, conclu- 
sion is inevitable that the public school system, in its operation and results, 
sets forth its product of scholarship and intellectuality as qualification and 
equipment for human life more to be desired than moral character. Of 
course, no such error is entertained by the administrators of the system ; still 
less is there intent to induce it in the minds of others. But it is the unfortu- 
nate fact that such impress is made upon the minds of pupils by their school 
experience. Such is the result, notwithstanding the good intentions of admin- 
istrators and their belief that moral character is mysteriously generated by 



48 THE CHARACTER DIPLOMA 

the scholarship courses; and notwithstanding even the words of wisdom and 
instruction, jewels of truth though they may be, presented to the pupils from 
time to time at dress parade functions. 

It is not going far afield for more direct evidence in support of the con- 
clusion stated, to make reference to the increase of immorality and crime 
manifest on every hand. Public records show that the larger number of 
burglaries, hold-ups and other forms of criminality, are committed by persons 
from sixteen to twenty-six years of age, and we are becoming accustomed to 
stories of children of nine and ten years haled to court on criminal charges. 
With few exceptions, these youths and young men have had public school 
training, and not a few have had two or more years in high school. Com- 
pulsory education laws by implication, if not by direct mandate, impose 
heavy responsibility upon the public schools for the moral integrity of our 
citizenship, and in pursuance of their grave duty character training should 
have foremost place. 

The mental attitude of teachers toward educational aims is greatly in- 
fluenced by the conditions under which their work is done. Professional and 
common judgment as to the efficiency and progress of public education is 
based so widely upon scholarship results that these are kept constantly under 
measurement and test. The strong pressure of various kinds to which teach- 
ers are subject in the endeavor to obtain high records for their classes, to pre- 
pare graduating classes for high school and thence onward to higher institu- 
tions, keeps their minds constantly on the scholarship course. Under such 
conditions education becomes narrowed and so identified with scholarship 
that it loses its larger and true import. The part is mistaken for the whole. 
As the teacher takes sight over the course of endeavor, the college door open- 
ing to higher education seems clearly to be the target of educational aim. It 
is manifest that as long as the success of an educational system is measured 
by the number or proportion of pupils who reach this special target, so long 
will the minds of the teachers be diverted from the more important functions 
of their calling, and the silent unpremeditated influence of their mental atti- 
tude cannot fail to impart the same error to their pupils. 

The education of a nation is a project of vast scope that should seek to 
confer its benefits in the highest measure upon the entire body of its citizen- 
ship. If, through any error of plan, organization or administration, we lose 
sight of fundamental needs applicable to all elements of society in its entirety, 
and concentrate attention upon the special requi'rements of a class or group, 
we will fail of our mission however attractive and worthy such limited objec- 
tive may appear. If the minds of educators are habitually engrossed with 
the duty of equipping fifteen per cent of our children for college then we will 
be neglecting the far greater duty of concentrating mind and effort upon 
the equipment essential to the welfare of the multitudes who enter into life's 
sterner tasks through the wide portals of chance and necessity. 



ERROR OF PLACING SCHOLARSHIP OVER CHARACTER 49 

It is the mental objective of educators that dominates and determines the 
result. If that objective is college entrance, then scholarship will be stressed 
and all else will be secondary. But if the broad field of human life is made 
the mental objective, and our minds are fixed upon the masses that inevitably 
and ever will be engaged with the coarser tasks of the world, we will be 
conscious of a far more pressing need. National deficiency in scholarship 
may, indeed, be a great misfortune; but the moral failure of nations is the 
ever-recurring tragedy of history. The great social problems, born of primary 
emotions, upon the solution of which depends the happiness of the individual 
and the endurance of the State, are not amenable to the rules of mathematics 
or of literature. Such scholarship attainments are of secondary import only, 
and are futile as moral solvents. The serious fundamental problems of social 
life lie in the moral realm of our nature, and unless the mind and effort of 
teachers are directed constantly to this field, these problems will go unsolved. 
Such failure of the educational foundation entails the inescapable doom of 
the entire social edifice. 

When the moral need of the entire school population is recognized as 
the supremely important matter, and becomes the leading objective of edu- 
cational effort, then the problem of moral training will not only quickly be 
in process of solution, but it will be found that the solution in no way inter- 
feres with, or curtails, the scholarship or other training now given. On the 
contrary, this training, springing from a better moral basis, will be facilitated 
and improved. 

The steadfast gaze of educators should be upon the broad field of human 
life and not on the college entrance door. Children should be equipped, first 
of all, in the best way to meet the serious experiences of life, whatever the 
place they may chance to occupy, rather than with a training adapted to a 
special end ; and such equipment is unknown outside of strong moral 
character. 



CHAPTER XL 

Discipline Methods in Public Schools Incomplete 

'T'HE usual disciplinary measures relative to conduct in our public schools 
-■- are the direct consequence of motive centered on the scholarship aim. These 
two features of school work are so directly related that for purposes of dis- 
cussion and remedial treatment they may be regarded as a unit. With the 
aim directed to scholarship we are interested in good conduct merely as a 
condition that permits the uninterrupted course of school routine. When 
misconduct becomes detrimental to this routine or transcends recognized 
limits of toleration it is checked by penalties. Within these limits it is usually 
resisted by reiterated words of persuasion, admonition, rebuke and the like. 
There is, in this, no forward look toward improvement in conduct as having 
its own worthy ends in view. Improvement is held desirable only as it bene- 
fits other aims. There is no attempt at systematic measurement of progress, 
and no potent incentive offered to engage the effort of pupils toward self- 
improvement. 

Such measures do not constitute real conduct training and are unworthy 
of consideration as so doing. They are negative rather than positive in char- 
acter. Repression and penalty are in evidence, but stimulation and reward 
for development are lacking. The word discipline in connection with these 
methods is justifiable only in its narrow sense relative to correction through 
deterrence and punishment. Its constructive educational significance is not 
here discerned. "The problem of discipline" is a familiar educational phrase 
that aptly reflects the attitude of many educators relative to the conduct of 
pupils. From this viewpoint misconduct is an unfortunate obstacle in the 
pathway to scholarship and its removal is a serious "problem." 

Discipline, as thus regarded, will ever be a problem. What punish- 
ments are available to suppress the many minor delinquencies of pupils? What 
punishments are in the hands of the principal to cope adequately with more 
serious offences? And, still more pertinent to the problem, what can pun- 
ishment of any kind accomplish in the constructive process of character 
building? 

Because of this "problem," pupils, as a rule, enjoy quite a free hand to 
do what they please up to certain limits beyond which penalties begin to 
operate. When they leave school these school limits and penalties automati- 
cally disappear and the only barriers to unrestrained license are the penalties 
of the law, which too many of them soon reach. Claim will hardly be made 
that this kind of discipline is a positive factor in character building. It lacks 
all motive to progressive development of good conduct. 

The difficulties of discipline are not always measured by the gravity of 
the offence. Serious breaches of good conduct in school are not frequent, 

50 



PRESENT DISCIPLINE METHODS INCOMPLETE 51 

they are usually handled directly by the principal, and they justify penalties 
whose severity may render them effective. "The problem of discipline" pre- 
sents its difficulties more often in the form of petty, annoying, and vexatious 
practices for which severe penalties are not appropriate, and for which words 
and mild measures prove ineffective. Even under aggravating circumstances 
teachers do not like to report so-called trifling faults to the principal and 
they are discouraged from so doing. 

Such minor items of misconduct need to be dealt with promptly, with 
few or no words, on the basis of the wrong done to others. Rules and regu- 
lations of the school, recognized social conventions, and the well known fun- 
damentals of moral conduct, alike find their justification in the desire and 
endeavor to serve the common good. To violate any of these requirements 
entails inconvenience, suffering or injury to others. If this were not true, 
the particular requirement would not exist. Such faults of the classroom are 
too often regarded merely as affecting the perpetrator himself. We pity his 
moral state. We plead with him in his own behalf. We picture the injury 
he is doing to himself and the unhappy end toward which he is traveling. 
Our pleadings often fail ; for while he may smilingly appreciate our solicitude, 
in supreme self-confidence he feels that it is wasted. It is far easier and more 
potent in such cases to base action directly, and with little discussion, upon 
the wrong done to others. By this course the disturber learns that, whether 
he is an enemy to himself or not, he is such to society, and society will defend 
itself. 

Failing to establish the moral qualities as supreme, discipline itself be- 
comes weakened and we are accustomed not only to sporadic insubordination 
in classrooms where the sweet influence of woman is relied upon to persuade 
young bullies to do right, but we even witness wholesale "strikes" on the part 
of children to force the hands of authority. The first duty of every nation 
is to train its children and such children have not been trained, however much 
they may have been "educated." 

Is it possible that children are gradually acquiring ascendancy over 
parents and teachers? Do we temporize and yield under fear that they will 
"quit," "walk out," defy and dominate us if we do our plain duty in their 
behalf? Have we surrendered our natural authority and abandoned paren- 
tal obligation? If so, correction should not be delayed; for exactly to the 
extent that we lose control over our children, do ive lose our self-control as a 
nation and imperil the foundations of the State. 

The incompleteness of our discipline methods, ending with persuasion, 
lecture, or punishment, seems manifest. The "discipline problem" is inherent 
in the system and persists with it. It is removable only by adopting a system 
that embodies incentive for self-effort to do right and avoid wrong. 

Heedless of the real school life of the pupil as the natural and best field 
of drill, plans for character training have been based upon discussion and 



52 THE CHARACTER DIPLOMA 

debate by pupils of ethical questions relating to school life ; limited participa- 
tion in school government; the institution of pupil legislatures, courts and 
police duties; honor systems, and other similar means. While some merit 
may be found in these inventions, they lack virtue from the fact that both 
pupil and teacher are fully conscious of their artificiality and recognize them 
as "make believes." Such basic matters as honesty, truthfulness, respect for 
authority, etc., are too serious to be considered in any secondary way sugges- 
tive of simulation. These virtues should be presented directly upon the 
basis of their inherent, unchallenged worthiness. 

Some mistaken conceptions detrimental to public school efficiency have 
developed as outgrowths of the more fundamental defects indicated. There 
is an unfortunate tendency to regard the school experience of the child largely 
as an entertainment period during which it is reprehensible to impose upon 
him any burden of responsibility. We would shield him as long as possible 
from the serious trials and difficulties inseparable from human life. We try 
to delude him and ourselves by the half-truth that he is not really "in life" 
as yet, but merely "in school." It is only when he leaves school that he makes 
abrupt entry "into life," like the diver plunging into the pool, and we 
anxiously hope he v/ill be able to swim. Pupils over ten years of age sub- 
ject to such misconception are unfortunate indeed. They are as much "in 
life" while in school as after leaving it, and their life in both home and 
school is charged with responsibilities appropriate to their age and under- 
standing. Habits formed in youth dominate in later life. The natural drill 
material of character in schools is the open life of the pupil embracing all 
of his activities and duties. 

What more desirable field of training can there be for these future 
citizens than their habitual activities in association with their teachers and 
Avith each other? What better preparation can be found to meet the ines- 
capable judgments of the world than the application to their conduct during 
school life of the same kind of tests and judgments that they must meet 
afterward ? Such training in the field of conduct, of vital importance to' the 
nation, finds no official place on school programs. Direct efforts to impress 
children and indoctrinate the nation with moral motive are confined almost 
Avholly to words, and these, alone, are ineffective. 

Another example of erroneous conception that too often finds lodgment in 
the public mind is that regarding the chief purpose for which public schools 
are maintained. The inspiring facts that these schools are established to 
serve the State and that it is their function to develop strong citizenship, 
founded upon integrity and intelligence as the only reliance for national se- 
curity and happiness, have been displaced in large measure by the unwhole- 
some notion that they are great beneficent institutions whereby those of our 
youth who are so disposed may profit personally through the advantages of 
education. That these individualistic ends are served by the schools is true, 



PRESENT DISCIPLINE METHODS INCOMPLETE 53 

but this service is incidental only to the real purpose. When "the advant- 
ages of an education" are stressed in public discussion and made the basis of 
appeal to pupils, while the lofty purpose of the schools is obscured, we are 
weakening the power of these institutions, lessening the respect' due them, 
and catering to the destructive spirit of selfish competition. If they are merely 
refreshing fountains of knowledge, where those may drink who will we, nat- 
urally, are little concerned about those who manifest no thirst. When we 
invite and urge them to partake, we are virtually conceding that public edu- 
cation is merely a privilege that they are free to decline if they so choose, 
and many of them so regard our appeal. 

If, however, we keep steadily in mind the noble purpose of the schools, 
and remember the patriotic sacrifice the people make for their maintenance, 
we stand on firm and commanding ground. We are drawn into no ques- 
tionable debate with the young generation as to their duties, rights and priv- 
ileges as future citizens responsible for their country's honor and welfare. It 
becomes at once clear to all — pupils, parents and teachers — that it is the duty 
of the pupil to equip himself to the utmost for the serious tasks of life. He 
has no privilege of exemption. Manifestation of unwillingness to apply him- 
self earnestly to school tasks is far more serious as a matter of character than 
any defect of scholarship it may entail. 

Among the defects of public school administration relative to character 
training and their serious consequences, may be noted the following: 

1. By our lack of earnest, direct effort to form the character of adoles- 
cents, we are driven to the illogical and almost hopeless task of re-forming 
the character of adult criminals. That money and effort should be willingly 
applied by the public to this latter task while neglecting the earlier and 
richer field of fruitage is an amazing procedure. 

2. The strongest encouragement and the highest rewards are indispens- 
able as incentives to effort in character training. By applying these incentives 
to scholarship we forfeit our influence, and are left almost empty handed, in 
the control of character. Deprived of the power inherent in reward to mould 
character, we are thrown back upon punishment on the one hand, or idle 
persuasion on the other. These makeshifts are equally unavailing and charged 
with disappointment. 

Modern practice in character building and reformation is based almost 
universally upon reward for good conduct. Such reward is recognized in the 
home, and is found indispensable in military training institutions and in camp 
and field life. It is given weighty consideration by criminal courts in im- 
posing sentences and is the most effective measure for good order, uplift and 
reform known to penologists. Its disregard or restricted use by public school 
educators in the character training of youth is an obvious anomaly. 



54 THE CHARACTER DIPLOMA 

3. To place character upon the high pedestal of esteem by fluent words 
in public school assemblies, and then displace it by the apotheosis of scholar- 
ship in school practice is not only a technical error of training but an obvious 
moral failing. When deeds do not square with words the fatal lapse does 
not escape the notice of the young. Such school practice is intellectually false 
and ethically wrong. 

4. Present school practice denies due recognition of character at the 
end of the training period. When promise of good citizenship and good 
parenthood are thus slighted at the very threshold of life's more serious work, 
exhortation to moral character will fail of response. 

Upon what basis of reason, morals or expediency can our educators deny 
the highest reward to those who manifest the essential and indispensable qual- 
ities that we seek above all else to develop in our citizenship? If our public 
schools are mere incidental appurtenances to the home, responsible only for 
scholarship results, the present practice can be understood, even if not ap- 
proved. But if the schools have become the comprehensive and dominant 
agency for building the citizenship of the Nation, such practice is subversive 
and indefensible. 



CHAPTER XII. 
Basic Value of Moral Conduct Illustrated By: 

(a) Military Training 

(b) Religious Training 

T N the training of youth we are impelled to seek and confer, first of all, the 
things of vital and comprehensive import. Constraining circumstance 
enters largely as a factor in determining the field of adult effort, notwithstand- 
ing our attempts to make early choice; and however specialized may be the 
end sought in a particular field of training we can never hope to be free of 
the interdependence that relates us to the social body. Individual welfare 
is to be found only within the boundaries of the common welfare to which 
we make united contribution. There must alwaj's be in life the binding ties 
of common associative purpose if we would escape trouble, discord and con- 
flict. We must harmonize the primary elements of our nature before we 
can hope to enjoy the fruits of reciprocal service that it is the purpose of spe- 
cial lines of training to render. The practice of the well known ancient vir- 
tues, commonly expressed as morality, is almost universally accepted as the 
solution of the problem presented. 

Faith in this solution is the unchallenged inheritance from the past, and 
humanity ever gropes and stumbles without it. As illustrative of its wide 
applicability, brief review is offered of two special kinds of training signifi- 
cantly distinct from each other in character and purpose. In both military 
and religious training, problems of human conduct are presented similar to 
those we find in the general training of children, and their solution follows 
the lines hereinbefore indicated in reference thereto. 

Military Training: 

It is not well known in civil life that the highly specialized training nec- 
essary to efficiency in the profession of arms is based upon moral conduct. 
Military training is, first of all, moral training. Individual good character is 
the first requisite to group efficiency. The technical requirements are not de- 
terminative and their development usually presents little difficulty. Marks- 
manship, for example, is highly desirable, but good marksmen are not, of neces- 
sity, good soldiers. Courage is desirable, but the physical courage of a dare- 
devil may be a liability instead of an asset. A body composed of such men as 
these might be wholly inefficient; might disintegrate or mutiny before they 
encountered the enemy. A good soldier must be loyal, honest, truthful and 
reliable. He must have patience and self-control. He must perform, cheer- 
fully, onerous and distasteful duties and render willing obedience to the 
rules and regulations of the command, knowing that their only purpose is 
the welfare of the entire comradeship. 

55 



56 THE CHARACTER DIPLOMA 

Any fair inquiry into the methods of life and training in military camps 
and barracks, or on board ships of the navy, will reveal that such basic moral 
qualities constitute the primary aim and purpose of the administrative con- 
trol. The conduct and effort manifested by the man in his technical drills 
are not distinct features carefully separated from his more personal life, but 
part and parcel of his life as a whole in which his general conduct becomes 
the exponent of his present and prospective worth. 

Such inquiry would also expose the false conception, with its unfortu- 
nate consequences, that the response of the military body to these ideals and 
requirements is based upon fear of punishment and the compulsion of mili- 
tary authority. Does not everybody know that intelligent, free men cannot 
be controlled against their will by other men; and that they will not submit 
to arbitrary force exercised by any agent not amenable to a just accounting? 
Should not every intelligent person know that the exceptional cases in mili- 
tary life where punishments are executed and physical force invoked, are pre- 
cisely analogous, as to purpose and necessity, to the cases in civil life dis- 
ciplined in like manner by criminal courts? The inquiry would probably 
show to the credit of military life a smaller percentage of the irresponsible 
and bad element, a clearer line between the good and bad elements and a fairer 
measure of justice to all the individuals concerned. 

When it is remembered that the rank and file of men who voluntarily 
enlist in military service are often less favored in their economic and domestic 
life than the average of their fellow-citizens, the inquiry is natural as to the 
process by which contentment, good order and efficiency are attained. In- 
vestigation would show that the forces used are not repellent but attractive. 
It would show that instead of fear, opportunity and hope are offered; that 
reliance is placed not on punishment but on reward ; and that encouragement 
supplants threats and violence. Conduct in its broad significance, including 
effort and attitude toward duty, takes precedence of technical achievement. 
The man with good conduct record, regardless of his military rank or posi- 
tion, will have every privilege the conditions of service permit. He will be 
esteemed by his fellow-officers and men ; will be considered with favor for 
advancement ; will be given preference when other things are equal, and at the 
expiration of enlistment will be given an honorable discharge that is virtually 
a character diploma. It is a certificate of good conduct and a testimonial to 
his integrity, well recognized as a passport to employment. If he wishes to 
continue his service, he is given liberal leave of absence with full pay, and his 
rate of pay is automatically increased. 

The comparative conduct of an individual in a group is, generally, a 
matter more obvious and m.ore open to public knowledge than his comparative 
professional skill and efficiency. All men are manifesting conduct at all times. 
They are not always manifesting their technical skill, nor is it possible always 



MILITARY AND RELIGIOUS TRAINING 57 

to provide opportunity for fair competition, each with each, to determine com- 
parative efficiency in the diversity of military duties. 

If the attempt were made to base rewards, advancements and privileges 
upon technical proficiency alone, the experiment would quickly result in Jeal- 
ousies, discontent, suspicion, charges of favoritism, and utter destruction of 
morale. The undisputable record of conduct faults, delinquencies and mis- 
demeanors, that are likewise items of public knowledge, has been found by 
the crucial test of long experience to be the fairest basis upon which to make 
judgment of character, to stimulate men to good habits and self-control, and 
to build cooperative efficiency. 

Such, in brief, are the effective means in military life by which men are 
induced to weigh their contemplated acts by the scales of right and wrong, to 
make moral self-decisions, to cultivate self-control and, through such self- 
discipline, to appreciate and realize the benefits of the golden rule in their ' 
lives. Children or adults who are undergoing such experience are in the high 
course of moral training. 

In our National Academies for the training of military and naval officers 
conduct is a foundation course. Notwithstanding the fact that the function 
of these institutions is to develop a highly specialized product, the choicest 
technical specimen will be summarily rejected if conduct falls below the as- 
signed standard. The importance attached to this subject by all officers of 
experience is reflected in the administration of these schools, and knowledge of 
this on the part of the students, together with the democratic publicity of the 
conduct record, contributes a powerful steadying effect upon the life and 
character of the graduates. 

An officer's commission reads that it is conferred because of trust in his 
"patriotism, valor, fidelity and abilities." Thus three worthy elements of 
character precede technical equipment in this outline of qualifications. 

Religious Training: 

Excuse for venturing comment upon the profound subject of religious 
training may be found in the recent efforts to give more of such training to 
children either in the schools or by week-day church instruction. It has be- 
come a familiar topic of discussion in public prints and in educational and re- 
ligious circles. It is not, however, with these propositions that we are here 
directly concerned. Our purpose relates to the nature, aims and processes of 
religious training as a special line of educational endeavor. Without attempt- 
ing formal definition we will briefly consider this kind of training in the 
light of the words by which it is designated and the principles that apply to 
training in general. 

What, then, is the instruction that we should give to our children, and 
what is the conduct response they should manifest to satisfy our conception of 
Religious Training? The Bible, embracing the Old and New Testaments, 



58 THE CHARACTER DIPLOMA 

is the recognized basic authority for our religious guidance. From its teach- 
ings we learn of two fundamental relationships that condition our lives and 
charge us with inescapable responsibilities. The teachings of this religion 
relate us on the one side to God, by direct communion between Him and the 
individual soul; and as a consequence of this, on the other side we are re- 
lated to each other in a universal brotherhood. These two relationships in- 
volve solemn duties, in the discharge of which humanity finds its highest sat- 
isfaction and rewards, and the divine purpose is realized. Thus the aim of 
religious training is to develop knowledge of these relationships and to perfect 
ourselves in the acquittal of the duties we ow^e, respectively, to God and to 
man. These two classes of duties, clearly distinguishable in the Mosaic law 
and unequivocally stated in the New Testament, should be made known to 
our children. 

The sources and means of direct instruction are the Bible and other 
religious writings, Sunday Schools and other church agencies, parents, teach- 
ers, etc. From these sources we learn that the chief duties we owe to God are 
to worship Him and to do His will. Present day instruction of children in 
the duties we owe to God is, concededly, limited and weak. Multitudes re- 
ceive no direct instruction whatever, and their knowledge is derived only from 
the chance and imperfect ideas that come from the promiscuous associations 
and experiences of life. 

We do not forget, however, that the word "training" carries the com- 
pound content of instruction and drill. Instruction alone is insufficient. There 
must be the actual expressive deed. Such conduct response to our instruc- 
tions relative to the worship of God is to be looked for in prayer, praise, re- 
ligious meditation, public worship, private devotions and the like. If this 
response, or religious drill, is weak or lacking, then religious training in our 
duties to God becomes a tragic failure. Without such drill the instruction 
does not come to fruition. 

Considering next the division of religious training that concerns the duties 
we owe to each other, we may say briefly that the sources and means of in- 
struction are primarily the same as those already stated. Next to our duties 
to God, and indissolubly linked with them, the Bible emphasizes, and specifies 
in profuse detail, our duties to each other. 

Strict conformity of human conduct to the generally accepted interpreta- 
tion of these teachings would disclose no inconsistency between them and the 
conduct reflective of the m.oral codes of western civilization. Whatever may 
be the source of our moral code, its fulfillment does not conflict with the in- 
spired Word. All the requirements of recognized ethical conduct are included 
in the stricter demands of Christian teaching. 

Knowledge of the duties we owe to each other is also derived through the 
contacts of our daily pursuits and activities. These matters are often the 
immediate concern of the public and are adjusted by our civil institutions. 



MILITARY AND RELIGIOUS TRAINING 59 

Through such secular agencies, including statutory laws, knowledge of these 
duties is readily accessible and no attempt at itemization is necessary. Their 
authority and validity are to be found in the original sources we have con- 
sidered. 

It is plain from the foregoing that there can be but little, if any, dif- 
ference between the practice of our duties to each other as derived from reli- 
gious teachings, and the practice of the recognized moral precepts transmitted 
to us by the tides of time and human experience. Is it not true that the 
demands of religion, touching our human relationships, and the demands of 
our moral code, are wholly consistent and practically equivalent to each other? 
Is morality anything other than deep-seated, perhaps subconscious, religious 
conviction finding its expression In our human associations? 

If the affirmative answer to these questions is not disputed, then the 
conduct response of this phase of religious training Is practically equivalent to 
the conduct response of moral training. As relates to the human plane, the 
drill in doing is the same for both. 

The moral element Is thus shown to be the common basic feature of train- 
ing for superlative excellence in the antithetic fields of human strife, and 
human good will and brotherhood. Such fact alone would suggest its appli- 
cation as basic to the best results in the entire range of training — a conclusion 
in accord with the belief of the wisest students and Interpreters of history. 

With reference to the demands now made for increased religious Instruc- 
tion to our children, whether through the medium of the public school or 
otherwise, it may be said with confidence that unless instruction is supple- 
mented by the reality of act and deed, the results will be disappointing and in 
utter disproportion to the time and effort consumed. Worthy and necessary 
as such instruction may be In Itself, it is volatile until fixed by actual responsive 
compliance. The weak results of the religious instruction now given are 
readily accounted for by the lack of such response. Instruction In the truth, 
and perception of it, are far in advance of Its practice. Again we are reminded 
of the parable whose significant utterance warns us of the peril we invite In 
hearing the word and neglecting the deed. 



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